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Sample records for medical education management

  1. Curriculum Guidelines for Management of Medical Emergencies in Dental Education.

    ERIC Educational Resources Information Center

    Journal of Dental Education, 1990

    1990-01-01

    The American Association of Dental Schools' revised guidelines for curriculum on managing medical emergencies give an introduction to the scope of the curriculum, describe educational goals and prerequisites, and outline the course content and structure, specific behavioral objectives, sequencing, needed faculty, and continuing clinical…

  2. Effects of the Growth of Managed Care on Academic Medical Centers and Graduate Medical Education.

    ERIC Educational Resources Information Center

    Gold, Marsha R.

    1996-01-01

    Ways in which the proliferation of competitive health care financing and service delivery systems based on managed care affects the financial support available to academic medical centers (AMCs), especially graduate medical education programs, are discussed. Analysis is based on case studies of AMCs. Trends, potential conflicts, and areas for…

  3. Medical education.

    PubMed

    Krishnan, P

    1992-01-01

    In theory, the Medical Council of India (MCI) determines the standards and qualifications of medical schools. It also sanctions curricula and ensures standards. Yet no standards exist on the mode of selection in medical schools, duration of study, course content, student stipends or period of internship. It takes 4.5 years to finish medical school. Students undergo preclinical, paraclinical, and clinical training. Most courses are in English which tends to favor the urban elite. Students cannot always communicate with patients in local languages. Textbooks often provide medical examples unrelated to India. Pedagogy consists mainly of lectures and rote learning predominates. Curricula tend not to provide courses in community health. Students pick up on the elitist attitudes of the faculty. For example, faculty do not put much emphasis on community health, individual health, equity in health care delivery, and teamwork. Further the education system is not patient oriented, but hospital or disease oriented. Faculty should train students in creating sanitation programs, knowing local nutritious foods, and in making community diagnoses. Yet they tend to be practitioners 1st then educators. Further faculty are not paid well and are not always invited to take part in improving curriculum, so morale is often low. Moreover experience in health planning and management issues is not required for administrators. In addition, medical schools are not well equipped with learning aids, libraries, or teaching staff. Tax revenues finance medical education. 75% of graduating physicians set up a private practice. Further many physicians go to urban areas. 34-57% emigrate to other countries. The problems of medical education will not be solved until the political and economic system becomes more responsive to the health needs of the people.

  4. Integrating Medication Therapy Management Education into a Core Pharmacy Curriculum.

    PubMed

    Poole, Traci M; Kodali, Leela; Pace, Adam C

    2016-05-25

    Objective. To describe the design of a core course directed at improving confidence and competence of students to perform medication therapy management (MTM) services. Design. Using the American Pharmacists Association (APhA) certificate training program framework, a core course was developed to teach MTM concepts to third-year student pharmacists. Using deep learning and authentic assignments, course instructors attempted to improve student confidence and readiness to provide MTM services. Assessment. Student ability to meet course objectives was evaluated by examinations and the APhA MTM program self-assessment. Students had an overall success rate of 93% on all three assessments. Student perceptions of confidence, competence, and importance of performing MTM services were measured using a survey instrument with 56 Likert-type items. Students completing both surveys reported significantly increased confidence and competence. Conclusion. Integrating MTM-specific education into the core curriculum increased student pharmacists' perceived competence and confidence to perform MTM services. PMID:27293237

  5. Integrating Medication Therapy Management Education into a Core Pharmacy Curriculum

    PubMed Central

    Kodali, Leela; Pace, Adam C.

    2016-01-01

    Objective. To describe the design of a core course directed at improving confidence and competence of students to perform medication therapy management (MTM) services. Design. Using the American Pharmacists Association (APhA) certificate training program framework, a core course was developed to teach MTM concepts to third-year student pharmacists. Using deep learning and authentic assignments, course instructors attempted to improve student confidence and readiness to provide MTM services. Assessment. Student ability to meet course objectives was evaluated by examinations and the APhA MTM program self-assessment. Students had an overall success rate of 93% on all three assessments. Student perceptions of confidence, competence, and importance of performing MTM services were measured using a survey instrument with 56 Likert-type items. Students completing both surveys reported significantly increased confidence and competence. Conclusion. Integrating MTM-specific education into the core curriculum increased student pharmacists’ perceived competence and confidence to perform MTM services. PMID:27293237

  6. How to teach medication management: a review of novel educational materials in geriatrics.

    PubMed

    Ramaswamy, Ravishankar

    2013-09-01

    Medication management is an important component of medical education, particularly in the field of geriatrics. The Association of American Medical Colleges has put forth 26 minimum geriatrics competencies under eight domains for graduating medical students; medication management is one of these domains. The Portal of Geriatric Online education (www.POGOe.org) is an online public repository of geriatrics educational materials and modules developed by geriatrics educators and academicians in the United States, freely available for use by educators and learners in the field. The three POGOe materials presented in this review showcase pearls of medication management for medical and other professional students in novel learning formats that can be administered without major prior preparation. The review compares and contrasts the three materials in descriptive and tabular formats to enable its appropriate use by educators in promoting self-learning or group learning among their learners.

  7. The case for undergraduate medical education in healthcare business and management.

    PubMed

    Hsu, Benson S; Hosokawa, Michael C; Maria, Bernard

    2007-01-01

    Current undergraduate medical education does notprepare students to approach the intricacies of healthcare business. This absence within medical education creates significant challenges for physicians throughout their careers. The field of academic medicine has clearly documented the need for medical education to prepare students for practice management, yet there exist only a small number of attempts at exposing students to healthcare business and management. The authors argue that this curriculum must start at the level ofundergraduate medical education. Furthermore, this curriculum must possess the basic components of support, integration, practicality, application, and continuation. Fulfilling these requirements will allow for the successful adaptation of the healthcare business and management curriculum.

  8. The Education Review Board: A Mechanism for Managing Potential Conflicts of Interest in Medical Education.

    PubMed

    Borus, Jonathan F; Alexander, Erik K; Bierer, Barbara E; Bringhurst, F Richard; Clark, Christopher; Klanica, Kaley E; Stewart, Erin C; Friedman, Lawrence S

    2015-12-01

    Concerns about the influence of industry support on medical education, research, and patient care have increased in both medical and political circles. Some academic medical centers, questioning whether industry support of medical education could be appropriate and not a conflict of interest, banned such support. In 2009, a Partners HealthCare System commission concluded that interactions with industry remained important to Partners' charitable academic mission and made recommendations to transparently manage such relationships. An Education Review Board (ERB) was created to oversee and manage all industry support of Partners educational activities.Using a case review method, the ERB developed guidelines to implement the commission's recommendations. A multi-funder rule was established that prohibits industry support from only one company for any Partners educational activity. Within that framework, the ERB established guidelines on industry support of educational conferences, clinical fellowships, and trainees' expenses for attending external educational programs; gifts of textbooks and other educational materials; promotional opportunities associated with Partners educational activities; Partners educational activities under contract with an industry entity; and industry-run programs using Partners resources.Although many changes have resulted from the implementation of the ERB guidelines, the number of industry grants for Partners educational activities has remained relatively stable, and funding for these activities declined only moderately during the first three full calendar years (2011-2013) of ERB oversight. The ERB continually educates both the Partners community and industry about the rationale for its guidelines and its openness to their refinement in response to changes in the external environment.

  9. The Education Review Board: A Mechanism for Managing Potential Conflicts of Interest in Medical Education.

    PubMed

    Borus, Jonathan F; Alexander, Erik K; Bierer, Barbara E; Bringhurst, F Richard; Clark, Christopher; Klanica, Kaley E; Stewart, Erin C; Friedman, Lawrence S

    2015-12-01

    Concerns about the influence of industry support on medical education, research, and patient care have increased in both medical and political circles. Some academic medical centers, questioning whether industry support of medical education could be appropriate and not a conflict of interest, banned such support. In 2009, a Partners HealthCare System commission concluded that interactions with industry remained important to Partners' charitable academic mission and made recommendations to transparently manage such relationships. An Education Review Board (ERB) was created to oversee and manage all industry support of Partners educational activities.Using a case review method, the ERB developed guidelines to implement the commission's recommendations. A multi-funder rule was established that prohibits industry support from only one company for any Partners educational activity. Within that framework, the ERB established guidelines on industry support of educational conferences, clinical fellowships, and trainees' expenses for attending external educational programs; gifts of textbooks and other educational materials; promotional opportunities associated with Partners educational activities; Partners educational activities under contract with an industry entity; and industry-run programs using Partners resources.Although many changes have resulted from the implementation of the ERB guidelines, the number of industry grants for Partners educational activities has remained relatively stable, and funding for these activities declined only moderately during the first three full calendar years (2011-2013) of ERB oversight. The ERB continually educates both the Partners community and industry about the rationale for its guidelines and its openness to their refinement in response to changes in the external environment. PMID:26083402

  10. Performance of Clinical Nurse Educators in Teaching Pharmacology and Medication Management: Nursing Students’ Perceptions

    PubMed Central

    Ghamari Zare, Zohre; Adib-Hajbaghery, Mohsen

    2016-01-01

    Background Pharmacological knowledge and medication management skills of student nurses greatly depend on the clinical nurse educators’ performance in this critical issue. However, the Iranian nurse educators’ performance in teaching pharmacology and medication management are not adequately studied. Objectives The current study aimed to investigate the nursing students’ perceptions on the status of clinical pharmaceutical and medication management education. Materials and Methods A cross-sectional study was conducted on all 152 nursing students registered in the seventh and eighth semesters at the Qom and Naragh branches of Islamic Azad University, and Kashan University of Medical Sciences in 2013 - 2014 academic year. The students’ perceptions on the performance of clinical nurse educators in teaching pharmacology and medication management were assessed using a researcher made questionnaire. The questionnaire consisted of 31 items regarding clinical educators’ performance in teaching pharmacology and medication management and two questions about students’ satisfaction with their level of knowledge and skills in pharmacology and medication management. Descriptive statistics was employed and analysis of variance was performed to compare the mean of scores of teaching pharmacology and medication management in the three universities. Results Among a total of 152 subjects, 82.9% were female and their mean age was 22.57 ± 1.55 years. According to the students, instructors had the weakest performance in the three items of teaching pharmacology and medication management based on the students’ learning needs, teaching medication management through a patient-centered method and teaching pharmacology and medication management based on the course plan. The students’ satisfaction regarding their own knowledge and skill of pharmacology and medication management was at medium level. Conclusions Nursing students gave a relatively low score in several aspects of

  11. 75 FR 391 - Medical Device Quality System Regulation Educational Forum on Risk Management Through the Product...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-01-05

    ... on Risk Management Through the Product Life Cycle; Public Workshop AGENCY: Food and Drug... ``Medical Device Quality System Regulation Educational Forum on Risk Management through the Product Life Cycle.'' This public workshop is intended to provide information about FDA's Medical Device...

  12. Improving undergraduate medical education about pain assessment and management: A qualitative descriptive study of stakeholders’ perceptions

    PubMed Central

    Tellier, Pierre-Paul; Bélanger, Emmanuelle; Rodríguez, Charo; Ware, Mark A; Posel, Nancy

    2013-01-01

    BACKGROUND Pain is one of the most common reasons for individuals to seek medical advice, yet it remains poorly managed. One of the main reasons that poor pain management persists is the lack of adequate knowledge and skills of practicing clinicians, which stems from a perceived lack of pain education during the training of undergraduate medical students. OBJECTIVE: To identify gaps in knowledge with respect to pain management as perceived by students, patients and educators. METHODS: A qualitative descriptive study was conducted. Data were generated through six focus groups with second- and fourth-year medical students, four focus groups with patients and individual semistructured interviews with nine educators. All interviews were audiotaped and an inductive thematic analysis was performed. RESULTS: A total of 70 individuals participated in the present study. Five main themes were identified: assessment of physical and psychosocial aspects of pain; clinical management of pain with pharmacology and alternative therapies; communication and the development of a good therapeutic relationship; ethical considerations surrounding pain; and institutional context of medical education about pain. CONCLUSION: Participating patients, students and pain experts recognized a need for additional medical education about pain assessment and management. Educational approaches need to teach students to gather appropriate information about pain, to acquire knowledge of a broad spectrum of therapeutic options, to develop a mutual, trusting relationship with patients and to become aware of their own biases and prejudice toward patients with pain. The results of the present study should be used to develop and enhance existing pain curricula content. PMID:23985579

  13. Management of Hypertension in Private Practice: A Randomized Controlled Trial in Continuing Medical Education.

    ERIC Educational Resources Information Center

    Gullion, David S.; And Others

    1988-01-01

    A randomized control trial was used to evaluate a physician education program designed to improve physician management of patients' hypertension, hypertension-related behaviors, and diastolic blood pressure. It was suggested that more intensive continuing medical education programs are needed to improve physician performance and patient outcome.…

  14. Improving pain management practice. A medical center moves beyond education to document and manage patient care.

    PubMed

    Super, A

    1996-01-01

    In 1993 nurses at Providence/ Portland Medical Center, Portland, OR, initiated a quality improvement project to assess pain levels in the facility's inpatients. A convenience sample in April 1993 showed an average pain intensity of 6.30 on a 0-10 scale (where O equals no pain and 10 is the worst pain imaginable). With the nursing administrator's support, pain management nurses presented a four-hour course in the basics of pain assessment and intervention to more than 850 nurses and 100 other professionals. In August 1993 nurses found that the intensity of patient pain had dropped to 5.70 on the 0-10 scale. Still dissatisfied with this situation, the nurses proceeded with a three-pronged approach to improve the medical center's quality of pain management: making the problem visible by better documentation and communication about pain; making an institutional commitment to pain management, including establishing pain management quality improvement as the medical center's first patient outcome institutional objective; eliciting the endorsement of influential committees. In August 1994 a random sample revealed patient pain had decreased to 3.21. The next step focused on empowering patients and families through education (e.g., revising the booklet on patient rights and responsibilities, posting signs in rooms encouraging patients to report pain) and clearing up myths and misconceptions through inservices and posters. A sampling in November 1995 showed that the average pain intensity of inpatients had been reduced to 2.32. Plans for continuous quality improvement interventions will further enhance patient comfort and recovery. PMID:10159177

  15. Health Services Management Education On-Site at a Military Medical Center

    ERIC Educational Resources Information Center

    Williams, Stephen J.; Poss, W. Bradley; Cupp, Craig L.

    2014-01-01

    A cooperative educational program with the U.S. military is described to illustrate a unique opportunity that confronted a graduate healthcare management program. The resulting degree program supported the military's operational medical mission but also presented interesting and unexpected challenges resulting from the wars in Iraq and…

  16. Managing Medical Education at the University of Pennsylvania.

    ERIC Educational Resources Information Center

    Burg, Fredric D.; And Others

    1986-01-01

    The approach used by the University of Pennsylvania School of Medicine for developing management systems that promote change and encourage innovation is described. The major elements of this scheme are: centralization of administrative functions, communication networks, consensus among constituencies, teaching performance in promotion process, and…

  17. A fundamental, national, medical disaster management plan: an education-based model.

    PubMed

    Djalali, Ahmadreza; Hosseinijenab, Vahid; Hasani, Azadeh; Shirmardi, Kianoush; Castrén, Maaret; Ohlén, Gunnar; Panahi, Farzad

    2009-01-01

    During disasters, especially following earthquakes, health systems are expected to play an essential role in reducing mortality and morbidity. The most significant naturally occurring disaster in Iran is earthquakes; they have killed >180,000 people in the last 90 years. According to the current plan in 2007, the disaster management system of Iran is composed of three main work groups: (1) Prevention and risk management, (2) Education, and (3) Operation. This organizational separation has resulted in lack of necessary training programs for experts of specialized organizations, e.g., the Ministry of Health and Medical Education (MOHME).The National Board of MOHME arranged a training program in the field of medical disaster management. A qualified training team was chosen to conduct this program in each collaborating center, based on a predefined schedule. All collaborating centers were asked to recall 5-7 experts from each member university. Working in medical disaster management field for greater than or equal to 2 years was an inclusion criterion. The training programs lasted three days, consisted of all relevant aspects of medical disaster management, and were conducted over a six-month period (November 2007-April 2008). Pre-test and post-tests were used to examine the participants' knowledge regarding disaster management; the mean score on the pretest was 67.1 +/-11.6 and 88.1 +/-6.2, respectively. All participants were asked to hold the same training course for their organizations in order to enhance knowledge of related managers, stakeholders, and workers, and build capacity at the local and provincial levels. The next step was supposed to be developing a comprehensive medical disaster management plan for the entire country. Establishing nine disaster management regional collaborating centers in the health system of Iran has provided an appropriate base for related programs to be rapidly and easily accomplished throughout the country. This tree-shaped model is

  18. Stimulant Medication Management of Students with Attention Deficit Hyperactivity Disorder: What Educators Need To Know.

    ERIC Educational Resources Information Center

    Schulz, Eldon G.; Edwards, Mark C.

    1997-01-01

    Addresses the critical issues in the medication management of students with attention deficit hyperactivity disorder in the classroom. Discusses the issues of considering, trying, and optimizing stimulant medication effects. Highlights medication side effects and their management, along with long-term management issues. (Author/CR)

  19. “Unwell while Aboriginal”: iatrogenesis in Australian medical education and clinical case management

    PubMed Central

    Ewen, Shaun C; Hollinsworth, David

    2016-01-01

    Introduction Attention to Aboriginal health has become mandatory in Australian medical education. In parallel, clinical management has increasingly used Aboriginality as an identifier in both decision making and reporting of morbidity and mortality. This focus is applauded in light of the gross inequalities in health outcomes between indigenous people and other Australians. Methods A purposive survey of relevant Australian and international literature was conducted to map the current state of play and identify concerns with efforts to teach cultural competence with Aboriginal people in medical schools and to provide “culturally appropriate” clinical care. The authors critically analyzed this literature in light of their experiences in teaching Aboriginal studies over six decades in many universities to generate examples of iatrogenic effects and possible responses. Results and discussion Understanding how to most effectively embed Aboriginal content and perspectives in curriculum and how to best teach and assess these remains contested. This review canvasses these debates, arguing that well-intentioned efforts in medical education and clinical management can have iatrogenic impacts. Given the long history of racialization of Aboriginal people in Australian medicine and the relatively low levels of routine contact with Aboriginal people among students and clinicians, the review urges caution in compounding these iatrogenic effects and proposes strategies to combat or reduce them. Conclusion Long overdue efforts to recognize gaps and inadequacies in medical education about Aboriginal people and their health and to provide equitable health services and improved health outcomes are needed and welcome. Such efforts need to be critically examined and rigorously evaluated to avoid the reproduction of pathologizing stereotypes and reductionist explanations for persistent poor outcomes for Aboriginal people. PMID:27313485

  20. Effect of educational and electronic medical record interventions on food allergy management

    PubMed Central

    Zelig, Ari; Harwayne-Gidansky, Ilana; Gault, Allison

    2016-01-01

    Background: The growing prevalence of food allergies indicates a responsibility among primary care providers to ensure that their patients receive accurate diagnosis and management. Objective: To improve physician knowledge and management of food allergies by implementing educational and electronic medical record interventions. Methods: Pre- and posttest scores of pediatric residents and faculty were analyzed to assess the effectiveness of an educational session designed to improve knowledge of food allergy management. One year later, a best practice advisory was implemented in the electronic medical record to alert providers to consider allergy referral whenever a diagnosis code for food allergy or epinephrine autoinjector prescription was entered. A review of charts 6 months before and 6 months after each intervention was completed to determine the impact of both interventions. Outcome measurements included referrals to an allergy clinic, prescription of self-injectable epinephrine, and documentation that written emergency action plans were provided. Results: There was a significant increase in test scores immediately after the educational intervention (mean, 56.2 versus 84.3%; p < 0.001). Posttest scores remained significantly higher than preintervention scores 6 months later (mean score, 68.0 versus 56.2%; p = 0.006). Although knowledge improved, there was no significant difference in the percentage of patients who were provided allergy referral, were prescribed an epinephrine autoinjector, or were given an emergency action plan before and after both interventions. Conclusion: Neither intervention resulted in improvements in the management of children with food allergies at our pediatrics clinic. Further studies are needed to identify effective strategies to improve management of food allergies by primary care physicians.

  1. Effect of educational and electronic medical record interventions on food allergy management

    PubMed Central

    Zelig, Ari; Harwayne-Gidansky, Ilana; Gault, Allison

    2016-01-01

    Background: The growing prevalence of food allergies indicates a responsibility among primary care providers to ensure that their patients receive accurate diagnosis and management. Objective: To improve physician knowledge and management of food allergies by implementing educational and electronic medical record interventions. Methods: Pre- and posttest scores of pediatric residents and faculty were analyzed to assess the effectiveness of an educational session designed to improve knowledge of food allergy management. One year later, a best practice advisory was implemented in the electronic medical record to alert providers to consider allergy referral whenever a diagnosis code for food allergy or epinephrine autoinjector prescription was entered. A review of charts 6 months before and 6 months after each intervention was completed to determine the impact of both interventions. Outcome measurements included referrals to an allergy clinic, prescription of self-injectable epinephrine, and documentation that written emergency action plans were provided. Results: There was a significant increase in test scores immediately after the educational intervention (mean, 56.2 versus 84.3%; p < 0.001). Posttest scores remained significantly higher than preintervention scores 6 months later (mean score, 68.0 versus 56.2%; p = 0.006). Although knowledge improved, there was no significant difference in the percentage of patients who were provided allergy referral, were prescribed an epinephrine autoinjector, or were given an emergency action plan before and after both interventions. Conclusion: Neither intervention resulted in improvements in the management of children with food allergies at our pediatrics clinic. Further studies are needed to identify effective strategies to improve management of food allergies by primary care physicians. PMID:27657525

  2. Computers in medical education: information and knowledge management, understanding, and learning.

    PubMed

    Henry, J B

    1990-10-01

    Desktop computers have evolved to permit physicians in practice and/or training to access and manage information to enhance knowledge, understanding, and learning. There are compelling reasons why the personal computer is key to learning and important in medical education. Above all, the computer enhances and amplifies the learning process. Using the desktop computer effectively is relatively easy. We teach our students to research information in books and journals and hope that, as practicing physicians, they do it even more to be current and maintain their competency. Why not a desktop computer to access and manage information, analyze it, and present findings? Computer technology is available to do virtually all of these tasks. Some tools are critical for medical students. For some time, all medical students have needed a black bag and microscope. Now every medical student needs a computer. Ample courseware is available and expanding rapidly for basic sciences and clinical disciplines. The explosion in biomedical information will continue. Finding information is key to understanding and learning rather than depending solely on memory, recall, or library trips for information. The desktop computer will benefit students, faculty, and future physicians and other health professionals as life-long learners. PMID:2210737

  3. Financing medical education.

    PubMed

    Petersdorf, R G

    1991-02-01

    The cost of a medical education may dissuade qualified young people from entering the medical profession or may so load them with debt that they cannot pursue relatively low-paid careers in primary care or clinical investigation. Three aspects of this problem are examined: (1) the cost of medical school, (2) the magnitude of student indebtedness, and (3) the effects of this indebtedness on career choices. High tuition and fees require many students to assume sizable educational debts, some of which are so large that the trainees will be unable to repay them unless they enter highly remunerative specialties. Also, high levels of indebtedness may increase default levels once graduates feel the full impact of scheduled repayments. Several steps would help to alleviate this problem, but are unlikely to solve it. First, medical schools should lower tuition or at least declare a moratorium on increases. Second, limits should be imposed on the amount of total education debt a student is allowed to assume. Third, hospitals with extensive residency programs should assume some responsibility for helping trainees manage their finances. Fourth, the government should institute a loan forgiveness program that addresses the need for physician-investigators, primary care physicians, those willing to practice in underserved areas, and those from underrepresented minorities. And fifth, all institutions involved in medical training and its finance should work together to advise students on managing their debts. PMID:1993102

  4. Financing medical education.

    PubMed

    Petersdorf, R G

    1991-02-01

    The cost of a medical education may dissuade qualified young people from entering the medical profession or may so load them with debt that they cannot pursue relatively low-paid careers in primary care or clinical investigation. Three aspects of this problem are examined: (1) the cost of medical school, (2) the magnitude of student indebtedness, and (3) the effects of this indebtedness on career choices. High tuition and fees require many students to assume sizable educational debts, some of which are so large that the trainees will be unable to repay them unless they enter highly remunerative specialties. Also, high levels of indebtedness may increase default levels once graduates feel the full impact of scheduled repayments. Several steps would help to alleviate this problem, but are unlikely to solve it. First, medical schools should lower tuition or at least declare a moratorium on increases. Second, limits should be imposed on the amount of total education debt a student is allowed to assume. Third, hospitals with extensive residency programs should assume some responsibility for helping trainees manage their finances. Fourth, the government should institute a loan forgiveness program that addresses the need for physician-investigators, primary care physicians, those willing to practice in underserved areas, and those from underrepresented minorities. And fifth, all institutions involved in medical training and its finance should work together to advise students on managing their debts.

  5. Quality management of eLearning for medical education: current situation and outlook

    PubMed Central

    Abrusch, Jasmin; Marienhagen, Jörg; Böckers, Anja; Gerhardt-Szép, Susanne

    2015-01-01

    Introduction: In 2008, the German Council of Science had advised universities to establish a quality management system (QMS) that conforms to international standards. The system was to be implemented within 5 years, i.e., until 2014 at the latest. The aim of the present study was to determine whether a QMS suitable for electronic learning (eLearning) domain of medical education to be used across Germany has meanwhile been identified. Methods: We approached all medical universities in Germany (n=35), using an anonymous questionnaire (8 domains, 50 items). Results: Our results (response rate 46.3%) indicated very reluctant application of QMS in eLearning and a major information deficit at the various institutions. Conclusions: Authors conclude that under the limitations of this study there seems to be a considerable need to improve the current knowledge on QMS for eLearning, and that clear guidelines and standards for their implementation should be further defined. PMID:26038685

  6. Educational Implications of Nurse Practitioner Students and Medical Residents' Attitudes toward Managed Care.

    ERIC Educational Resources Information Center

    Breer, M. Lynn; Pohl, Joanne M.; Stommel, Manfred; Barkauskas, Violet H.; Schillo, Barbara; Oakley, Deborah

    2002-01-01

    Attitudes toward managed care of 431 medical residents and 153 advanced practice nursing students were compared. Medical students were more likely to agree that managed care emphasizes cost over quality and threatens autonomy. Nursing students were more likely to agree that it encourages preventive care. Medical students were less enthusiastic…

  7. Academic medicine change management: the power of the liaison committee on medical education accreditation process.

    PubMed

    Chandran, Latha; Fleit, Howard B; Shroyer, A Laurie

    2013-09-01

    Stony Brook University School of Medicine (SBU SOM) used a Liaison Committee on Medical Education (LCME) site visit to design a change management approach that engaged students, revitalized faculty, and enabled significant, positive institutional transformation while flexibly responding to concurrent leadership transitions. This "from-the-trenches" description of novel LCME site-visit-related processes may provide an educational program quality improvement template for other U.S. medical schools. The SBU SOM site visit processes were proactively organized within five phases: (1) planning (4 months), (2) data gathering (12 months), (3) documentation (6 months), (4) visit readiness (2 months), and (5) visit follow-up (16 months). The authors explain the key activities associated with each phase.The SBU SOM internal leadership team designed new LCME-driven educational performance reports to identify challenging aspects of the educational program (e.g., timeliness of grades submitted, midcourse feedback completeness, clerkship grading variability across affiliate sites, learning environment or student mistreatment incidents). This LCME process increased institutional awareness, identified the school's LCME vulnerabilities, organized corrective actions, engaged key stakeholders in communication, ensured leadership buy-in, and monitored successes. The authors' strategies for success included establishing a strong internal LCME leadership team, proactively setting deadlines for all phases of the LCME process, assessing and communicating vulnerabilities and action plans, building multidisciplinary working groups, leveraging information technology, educating key stakeholders through meetings, retreats, and consultants, and conducting a mock site visit. The urgency associated with an impending high-stakes LCME site visit can facilitate positive, local, educational program quality improvement. PMID:23887000

  8. Applying the institutional review board data repository approach to manage ethical considerations in evaluating and studying medical education

    PubMed Central

    Thayer, Erin K.; Rathkey, Daniel; Miller, Marissa Fuqua; Palmer, Ryan; Mejicano, George C.; Pusic, Martin; Kalet, Adina; Gillespie, Colleen; Carney, Patricia A.

    2016-01-01

    Issue Medical educators and educational researchers continue to improve their processes for managing medical student and program evaluation data using sound ethical principles. This is becoming even more important as curricular innovations are occurring across undergraduate and graduate medical education. Dissemination of findings from this work is critical, and peer-reviewed journals often require an institutional review board (IRB) determination. Approach IRB data repositories, originally designed for the longitudinal study of biological specimens, can be applied to medical education research. The benefits of such an approach include obtaining expedited review for multiple related studies within a single IRB application and allowing for more flexibility when conducting complex longitudinal studies involving large datasets from multiple data sources and/or institutions. In this paper, we inform educators and educational researchers on our analysis of the use of the IRB data repository approach to manage ethical considerations as part of best practices for amassing, pooling, and sharing data for educational research, evaluation, and improvement purposes. Implications Fostering multi-institutional studies while following sound ethical principles in the study of medical education is needed, and the IRB data repository approach has many benefits, especially for longitudinal assessment of complex multi-site data. PMID:27443407

  9. Evaluating the impact of pain management (PM) education on physician practice patterns--a continuing medical education (CME) outcomes study.

    PubMed

    Leong, L; Ninnis, J; Slatkin, N; Rhiner, M; Schroeder, L; Pritt, B; Kagan, J; Ball, T; Morgan, R

    2010-06-01

    California Assembly Bill AB487 mandates that all practicing physicians are required to obtain 12 h of Continuing Medical Education in Pain Management and End of Life Care before the year 2006 in order to renew their state license to practice medicine. In order to determine the effectiveness of this bill in influencing the practice of medicine, we conducted the first of five planned annual Pain Management seminars and utilized physician questionnaires to determine possible practice changes as a result of this seminar. Eighty-one physicians representing 17 multiple specialties of medicine enrolled in this seminar. The topics included: management of malignant and non-malignant pain, pharmacology and management of side effects of opiate and non-opiate analgesics, and adjunctive therapies including depression management and spirituality issues. Physicians were asked to respond to an immediate post-seminar questionnaire and were subsequently queried 4 months following the conference. Fifty-one out of 81 physician registrants responded to an immediate post-attendance questionnaire, and 31 responded to the 4-month follow-up questionnaire. Responses included: [Please see text]. This audience represents the most motivated group of practitioners electing to receive Pain Management Education long before the mandated deadline. Sixty-seven percent expressed an interest in changing their practice following this intensive educational experience. Ninety percent responding to the follow-up evaluation indicated that their practices had changed, suggesting that this seminar series is effective in altering physician practice patterns (supported by Cancer Center Support Grant CA 33572 and Sarnat Foundation).

  10. Polymyositis: Medical Management

    MedlinePlus

    ... print email share facebook twitter google plus linkedin Medical Management Polymyositis (PM) is a highly treatable disease. ... Polymyositis (PM) Signs and Symptoms Diagnosis Causes/Inheritance Medical Management Research Find MDA in your Community Grants ...

  11. Dermatomysitis: Medical Management

    MedlinePlus

    ... print email share facebook twitter google plus linkedin Medical Management Dermatomysitis (DM) is a highly treatable disease. ... Dermatomyositis (DM) Signs and Symptoms Diagnosis Causes/Inheritance Medical Management Research Living With Dermatomyositis (DM) News Not ...

  12. Medical education in Germany.

    PubMed

    Nikendei, Christoph; Weyrich, Peter; Jünger, Jana; Schrauth, Markus

    2009-07-01

    Following the changes made to the medical licensing regulations of 2002, medical education in Germany has been subject to radical modification, especially at undergraduate level. The implementation of the Bologna Process is still a matter of intense political debate, whilst positive movement has occurred in developing the professionalisation of teaching staff through a Masters Degree in Medical Education. In the area of postgraduate medical education, major restructuring of programmes is occurring, whilst the debate in continuing medical education is related to the amount of practical clinical education that is required.

  13. The Learning Objective Catalogue for Patient Safety in Undergraduate Medical Education – A Position Statement of the Committee for Patient Safety and Error Management of the German Association for Medical Education

    PubMed Central

    Kiesewetter, Jan; Gutmann, Johanna; Drossard, Sabine; Gurrea Salas, David; Prodinger, Wolfgang; Mc Dermott, Fiona; Urban, Bert; Staender, Sven; Baschnegger, Heiko; Hoffmann, Gordon; Hübsch, Grit; Scholz, Christoph; Meier, Anke; Wegscheider, Mirko; Hoffmann, Nicolas; Ohlenbusch-Harke, Theda; Keil, Stephanie; Schirlo, Christian; Kühne-Eversmann, Lisa; Heitzmann, Nicole; Busemann, Alexandra; Koechel, Ansgar; Manser, Tanja; Welbergen, Lena; Kiesewetter, Isabel

    2016-01-01

    Background: Since the report “To err is human” was published by the Institute of Medicine in the year 2000, topics regarding patient safety and error management are in the focal point of interest of science and politics. Despite international attention, a structured and comprehensive medical education regarding these topics remains to be missing. Goals: The Learning Objective Catalogue for Patient Safety described below the Committee for Patient Safety and Error Management of the German Association for Medical Education (GMA) has aimed to establish a common foundation for the structured implementation of patient safety curricula at the medical faculties in German-speaking countries. Methods: The development the Learning Objective Catalogue resulted via the participation of 13 faculties in two committee meetings, two multi-day workshops, and additional judgments of external specialists. Results: The Committee of Patient Safety and Error Management of GMA developed the present Learning Objective Catalogue for Patient Safety in Undergraduate Medical Education, structured in three chapters: Basics, Recognize Causes as Foundation for Proactive Behavior, and Approaches for Solutions. The learning objectives within the chapters are organized on three levels with a hierarchical organization of the topics. Overall, the Learning Objective Catalogue consists of 38 learning objectives. All learning objectives are referenced with the National Competency-based Catalogue of Learning Objectives for Undergraduate Medical Education. Discussion: The Learning Objective Catalogue for Patient Safety in Undergraduate Medical Education is a product that was developed through collaboration of members from 13 medical faculties. In the German-speaking countries, the Learning Objective Catalogue should advance discussion regarding the topics of patient safety and error management and help develop subsequent educational structures. The Learning Objective Catalogue for Patient Safety can

  14. Medical education and society.

    PubMed

    Murray, T J

    1995-11-15

    As health care changes under the pressures of restraint and constraint our vision of the future of medical education should be based on the medical school's responsibility to the community. The medical school is "an academy in the community": as an academy, it fosters the highest standards in education and research; as an institution in the community, it seeks to improve public health and alleviate suffering. The author argues that to better achieve these goals medical schools need to become more responsible and responsive to the population they serve. Medical schools have been slow to accept fully the social contract by which, in return for their service to society, they enjoy special rights and benefits. This contract requires that medical educators listen to the public, talk honestly and constructively with government representatives and assess the needs and expectations of the community.

  15. e-Learning in medical education Guide 32 Part 2: Technology, management and design.

    PubMed

    Masters, Ken; Ellaway, Rachel

    2008-06-01

    With e-learning now part of the medical education mainstream, both educational and practical technical and informatics skills have become an essential part of the medical teacher's portfolio. The Guide is intended to help teachers develop their skills in working in the new online educational environments, and to ensure that they appreciate the wider changes and developments that accompany this 'information revolution'. The Guide is divided into two parts, of which this is the second. The first part introduced the basic concepts of e-learning, e-teaching, and e-assessment, the day-to-day issues of e-learning, looking both at theoretical concepts and practical implementation issues. This second part covers topics such as practical knowledge of the forms of technology used in e-learning, the behaviours of teachers and learners in online environments and the design of e-learning content and activities. It also deals with broader concepts of the politics and psychology of e-learning, as well as many of its ethical, legal and economical dimensions, and it ends with a review of emerging forms and directions in e-learning in medical education.

  16. Medical education in Palestine.

    PubMed

    Kerr Winter, Ben; Salamma, Ra'ad Mohammed; Qabaja, Kinda Adli

    2015-02-01

    Palestine has a short history of medical education: the first medical school opened in 1994 and a further three have opened since. Doctors are trained against a backdrop of military occupation and ineffective governance, complicating the development and delivery of effective education. Postgraduate education is a particular weakness, with disorganised residency programmes prioritising service provision over the training of specialists, leading to poorer patient care and low morale. This unfavourable learning environment leads into a situation where opportunities for continuing professional development are scarce. Links between healthcare and education providers in Palestine and countries with advanced health systems have great potential for allowing best practice in medical education to be shared and to provide high quality training opportunities that address gaps in Palestine's health education system.

  17. Medical education in Palestine.

    PubMed

    Kerr Winter, Ben; Salamma, Ra'ad Mohammed; Qabaja, Kinda Adli

    2015-02-01

    Palestine has a short history of medical education: the first medical school opened in 1994 and a further three have opened since. Doctors are trained against a backdrop of military occupation and ineffective governance, complicating the development and delivery of effective education. Postgraduate education is a particular weakness, with disorganised residency programmes prioritising service provision over the training of specialists, leading to poorer patient care and low morale. This unfavourable learning environment leads into a situation where opportunities for continuing professional development are scarce. Links between healthcare and education providers in Palestine and countries with advanced health systems have great potential for allowing best practice in medical education to be shared and to provide high quality training opportunities that address gaps in Palestine's health education system. PMID:25333712

  18. Medical management after managed care.

    PubMed

    Robinson, James C; Yegian, Jill M

    2004-01-01

    Health insurers are under conflicting pressures to improve the quality and moderate the costs of health care yet to refrain from interfering with decision making by physicians and patients. This paper examines the contemporary evolution of medical management, drawing on examples from UnitedHealth Group, WellPoint Health Networks, and Active Health Management. It highlights the role of claims data, predictive modeling, notification requirements, and online enrollee self-assessments; the choice between focusing on behavior change among patients or among physicians; and the manner in which medical management is packaged and priced to accommodate the diversity in willingness to pay for quality initiatives in health care.

  19. Management Education.

    ERIC Educational Resources Information Center

    Organisation for Economic Cooperation and Development, Paris (France).

    The papers in this report were presented at a 1971 symposium on management education held under the auspices of the Industry Committee of the Organization for Economic Cooperation and Development (OECD). Under the major topic of "The Present State of Management Education in OECD Countries" are the following papers: "Gardens and Graveyards in…

  20. Rationing medical education.

    PubMed

    Walsh, Kieran

    2016-03-01

    The purpose of this paper is to discuss the role of rationing in medical education. Medical education is expensive and there is a limit to that which governments, funders or individuals can spend on it. Rationing involves the allocation of resources that are limited. This paper discussed the pros and cons of the application of rationing to medical education and the different forms of rationing that could be applied. Even though some stakeholders in medical education might be taken aback at the prospect of rationing, the truth is that rationing has always occurred in one form or another in medical education and in healthcare more broadly. Different types of rationing exist in healthcare professional education. For example rationing may be implicit or explicit or may be based on macro-allocation or micro-allocation decisions. Funding can be distributed equally among learners, or according to the needs of individual learners, or to ensure that overall usefulness is maximised. One final option is to allow the market to operate freely and to decide in that way. These principles of rationing can apply to individual learners or to institutions or departments or learning modes. Rationing is occurring in medical education, even though it might be implicit. It is worth giving consideration to methods of rationing and to make thinking about rationing more explicit. PMID:27358649

  1. Educational technology in medical education.

    PubMed

    Han, Heeyoung; Resch, David S; Kovach, Regina A

    2013-01-01

    This article aims to review the past practices of educational technology and envision future directions for medical education. The discussion starts with a historical review of definitions and perspectives of educational technology, in which the authors propose that educators adopt a broader process-oriented understanding of educational technology. Future directions of e-learning, simulation, and health information technology are discussed based on a systems view of the technological process. As new technologies continue to arise, this process-oriented understanding and outcome-based expectations of educational technology should be embraced. With this view, educational technology should be valued in terms of how well the technological process informs and facilitates learning, and the acquisition and maintenance of clinical expertise.

  2. [Medical education and professionalism].

    PubMed

    Martins e Silva, João

    2013-01-01

    Is briefly analyzed the evolution that the objectives, strategies and models of medical education have had since their presentation and subsequent implementation of the famous model of Abraham Flexner, is now 103 years. Although globally accepted in their original pedagogical principles and instruments, that model does not have avoided the continuing dissatisfaction by the medical community and students and, most markedly in recent decades, the demanding of a most efficient health care by society, in general, and by patients in particular. In response to these ambitions, the medical community felt that it was essential to review the traditional criteria of medical professionalism, adapting them to a new paradigm of society and an appropriate and more efficient model of medical education. In this respect, are analyzed strategies and methodologies, apparently more suitable proposals for the inclusion of the principles and responsibilities of medical professionalism since the early period of pre-graduated medical education. It is assumed that the emphasis in teaching and practice of reflection throughout the course will have positive and lasting repercussions during active working life. However, the author believes that the success of the measures to be introduced in medical education programs to a new model of professionalism continues to depend, above all, of the humanistic and cognitive attributes of the students to be chosen, and the pedagogical quality, professional and academic of their teachers.

  3. Medical waste management plan.

    SciTech Connect

    Lane, Todd W.; VanderNoot, Victoria A.

    2004-12-01

    This plan describes the process for managing research generated medical waste at Sandia National Laboratories/California. It applies to operations at the Chemical and Radiation Detection Laboratory (CRDL), Building 968, and other biosafety level 1 or 2 activities at the site. It addresses the accumulation, storage, treatment and disposal of medical waste and sharps waste. It also describes the procedures to comply with regulatory requirements and SNL policies applicable to medical waste.

  4. Furthering Medical Education in Texas.

    PubMed

    Varma, Surendra K; Jennings, John

    2016-02-01

    Medical education in Texas is moving in the right direction. The Texas Medical Association has been a major partner in advancing medical education initiatives. This special symposium issue on medical education examines residency training costs, the Next Accreditation System, graduate medical education in rural Texas, Texas' physician workforce needs, the current state of education reform, and efforts to retain medical graduates in Texas. PMID:26859372

  5. Medical education in Sweden.

    PubMed

    Lindgren, Stefan; Brännström, Thomas; Hanse, Eric; Ledin, Torbjörn; Nilsson, Gunnar; Sandler, Stellan; Tidefelt, Ulf; Donnér, Jakob

    2011-01-01

    Undergraduate medical education in Sweden has moved from nationally regulated, subject-based courses to programmes integrated either around organ systems or physiological and patho-physiological processes, or organised around basic medical science in conjunction with clinical specialities, with individual profiles at the seven medical schools. The national regulations are restricted to overall academic and professional outcomes. The 5½ year long university undergraduate curriculum is followed by a mandatory 18 months internship, delivered by the County Councils. While quality control and accreditation for the university curriculum is provided by the Swedish National Agency for Higher Education, no such formal control exists for the internship; undergraduate medical education is therefore in conflict with EU directives from 2005. The Government is expected to move towards 6 years long university undergraduate programmes, leading to licence, which will facilitate international mobility of both Swedish and foreign medical students and doctors. Ongoing academic development of undergraduate education is strengthened by the Bologna process. It includes outcome (competence)-based curricula, university Masters level complying with international standards, progression of competence throughout the curriculum, student directed learning, active participation and roles in practical clinical education and a national assessment model to assure professional competence. In the near future, the dimensioning of Swedish undergraduate education is likely to be decided more by international demands and aspects of quality than by national demands for doctors.

  6. The art of medical education.

    PubMed

    Scheele, F

    2012-01-01

    Is the art of medical education just making sure to provide sufficient up to date medical knowledge and a lot of clinical experience? It is much more. The art of medical education is about a teaching program that is designed to serve the community of the near future. The program is the result of a thorough evaluation of societal needs and is capable of influencing the properties of future care. New care professionals who are trained in the program will -become instrumental in solving complex problems in health systems. The art of medical education is about the change of traditional ideas of how to cope with these health systems. This change will raise anger and resistance. Effective change management is essential to survive attacks from laggards and to maintain enthusiasm to invest in the health care of the future. Educationalist science provides several important insights that help us find the optimal shape of the program. Good role models and a learning environment that is an example of the intended professional and organisational behaviour, learning by doing, simulation programs, educational tools like e-learning systems, a good assessment and feedback system, and a portfolio to prove and discuss professional progress are all pivotal components of the ideal program. To achieve mastery within the art of medical education, a quality improvement program will be the crown of the process. Medical education is a multifaceted process and so the quality improvement should be. The art of medical education is a great challenge. The health care of your future deserves it.

  7. Medical education in Malaysia.

    PubMed

    Lim, Victor K E

    2008-01-01

    Malaysia has a long history of medical education, with Singapore becoming the first medical school to serve the region after its foundation in 1905. The first school to be established in Kuala Lumpur after independence from the British was the Faculty of Medicine at the University of Malaya in 1963. Whilst today there are 21 public and private medical schools, all offering a 5 year undergraduate programme, some private schools have diversified by developing international collaboration and conduct twinning or credit-transfer programmes. All medical schools require accreditation by the National Accreditation Board and the Malaysian Medical Council. Although the criteria for accreditation is comprehensive and covers a broad range of areas of assessment, it is debatable whether it always matches the needs of the country. The dramatic increase in medical schools in the last two decades has posed challenges in terms of maintenance of quality, physical infrastructure and suitably qualified faculty.

  8. AOA continuing medical education.

    PubMed

    Rodgers, Delores J

    2009-03-01

    The current continuing medical education (CME) cycle began on January 1, 2007, and will end on December 31, 2009. The author provides an update on trends in osteopathic CME programs, details minor changes to the requirements for Category 1 CME sponsors accredited by the American Osteopathic Association, and describes new online CME opportunities. The current article also explains changes regarding the American Osteopathic Association's awarding and recording of CME credit hours for osteopathic physicians who have specialty board certification. In addition, the article includes information to assist osteopathic specialists and subspecialists in requesting American Osteopathic Association Category 1-A credit for courses accredited by the Accreditation Council for Continuing Medical Education. PMID:19336769

  9. [Medical education challenged by the learning society].

    PubMed

    Abreu-Hernández, Luis Felipe; Infante-Castañeda, Claudia B

    2004-01-01

    This paper analyzes the limitations of dominant paradigms in education and identifies the necessity of research-situated learning in real environments and how medical education must be involved with knowledge management in real, complex, adaptive systems, and concludes with the need for constructing novel educative paradigms with regard to new educational paradigms.

  10. Interpractice audit of diagnosis and management of hypertension in primary care: educational intervention and review of medical records.

    PubMed Central

    Mashru, M.; Lant, A.

    1997-01-01

    OBJECTIVE: To determine whether peer review medical audit in a primary care setting changes clinical behaviour in relation to the management of hypertension. DESIGN: Review of medical records in general practices to identify hypertensive patients followed up by assessment of the pre-educational and post-educational management of interventions. SETTING: Six general practices in north west London picked at random within defined criteria of geography and size. SUBJECTS: 740 hypertensive patients managed by 25 different general practitioners. MAIN OUTCOME MEASURES: Improved level of care in terms of better diagnosis by having at least three blood pressure readings before the start of drug treatment, better level of recordings of lifestyle parameters as shown by the level of recordings of body mass index and total lipid values, and better control of blood pressure and harm minimisation as shown by the level of recordings of urea and electrolyte values. RESULTS: Improvement was noted in the level of recordings of body mass index, total lipid concentrations, and urea and electrolyte values but not in better diagnosis or blood pressure control. CONCLUSION: Clinical behaviour of general practitioners can be changed by peer review but more complex behavioural changes which require the cooperation of the patients and cognitive actions by the general practitioners need further investigation. PMID:9099120

  11. Managing Medical Logic Modules.

    PubMed Central

    Aguirre, A. R.; Roderer, N. K.

    1991-01-01

    A key element of IAIMS development at the Columbia Presbyterian Medical Center (CPMC) is the Medical Logic Module (MLM), designed to provide decision support to clinical users. A standard has been established for MLMs, and a number of institutions have agreed in principle to share them. At CPMC, MLMs are under development and MLMs from other institutions are being reviewed. The Columbia Health Sciences Library has developed a management system for MLMs which supports both internal development and sharing of MLMs among institutions. This paper describes the elements of the MLM management system. PMID:1807599

  12. Medical education in China.

    PubMed

    Hu, S M; Seifman, E

    1976-01-01

    This article concerns the changes in Chinese medical education which have taken place since the Cultural Revolution, specifically the relationship between political ideology and actual practice. It synthesizes the documentation which appeared in a series of articles devoted to a public discussion on the direction and emphasis in medical and health work published in Renmin Ribao (People's Daily), Peking, from December 8, 1968 to November 4, 1975. The major themes of the public discussion are: (a) medical and health work serving the masses; (b) insistence on the "correct" revolutionary line; (c) combining theory with practice; (d) unity of traditional Chinese and Western medicine; (e) putting prevention first; and (f) emphasis on medical personnel retaining the characteristics of the working people. This is followed by a transcript prepared by the authors from a tape recording made during a visit to Zhongshan Medical College of Guangzhou (Canton) on November 5, 1974 describing the relationship between political ideology and actual practice in the field of contemporary Chinese medical education. PMID:970363

  13. Medical education: Changes and perspectives

    PubMed Central

    Zhang, Qin; Lee, Liming; Gruppen, Larry D.; Ba, Denian

    2013-01-01

    As medical education undergoes significant internationalization, it is important for the medical education community to understand how different countries structure and provide medical education. This article highlights the current landscape of medical education in China, particularly the changes that have taken place in recent years. It also examines policies and offers suggestions about future strategies for medical education in China. Although many of these changes reflect international trends, Chinese medical education has seen unique transformations that reflect its particular culture and history. PMID:23631405

  14. Medical management of osteoarthritis.

    PubMed

    Manek, N J

    2001-05-01

    Osteoarthritis (OA) is the most common articular disease, and it continues to be a major public health problem related to pain, disability, loss of time from work, and economics. Most patients with OA seek medical attention because of pain. In the past few years, changes in the treatment of OA have been substantial. More effective nonnarcotic analgesics, cyclooxygenase-2-specific inhibitors, nutraceuticals, and intra-articular hyaluronates are some of the new medications and agents that are now available. The understanding and use of nonpharmacological interventions, including patient education, exercise programs, and weight reduction when appropriate, have also improved. Relief of pain and restoration of function can be accomplished in many patients, particularly with an integrated approach. This article focuses on medical treatment approaches for OA, both pharmacological and nonpharmacological.

  15. New Media in Medical Education.

    ERIC Educational Resources Information Center

    Agocs, Laszlo; Modis, Laszlo

    1994-01-01

    A Hungarian medical school is providing its students the means for self-education by connecting a media center to its medical education units and engaging in an instructional system which features problem-based learning. (AEF)

  16. Medication Management in Primary and Secondary Schools: Evaluation of Mental Health Related In-Service Education in Local Schools

    ERIC Educational Resources Information Center

    Reutzel, Thomas J.; Desai, Archana; Workman, Gloria; Atkin, John A.; Grady, Sarah; Todd, Timothy; Nguyen, Nhu; Watkins, Melissa; Tran, Kim; Liu, Nian; Rafinski, Michelle; Dang, Thanh

    2008-01-01

    An increasing number of students are taking medications while they are in school or are under the influence of medication during school hours. In a novel effort, clinical pharmacists and mental health therapists worked together to provide "mini-in-service" educational programs on psychological disorders and medications used to treat these…

  17. AOA continuing medical education.

    PubMed

    Rodgers, Delores J

    2010-03-01

    The previous continuing medical education (CME) cycle began on January 1, 2007, and ended on December 31, 2009. All members of the American Osteopathic Association (AOA), other than those exempted, were required to participate in the CME program and to meet specified CME credit hour requirements for that CME cycle. The author provides an update on the new CME cycle, which began on January 1, 2010, and will end on December 31, 2012. The author also details minor changes to the requirements for Category 1 CME sponsors accredited by the AOA and describes new online CME opportunities. The current article also explains changes regarding the AOA's awarding and recording of specialty CME credit hours for AOA board-certified osteopathic physicians. In addition, the article includes information to assist osteopathic specialists and subspecialists in requesting AOA Category 1-A credit for courses accredited by the Accreditation Council for Continuing Medical Education. PMID:20386026

  18. Mandatory Continuing Medical Education Revisited.

    ERIC Educational Resources Information Center

    Stross, Jeoffrey K.; Harland, William R.

    1987-01-01

    A survey of 1,102 Michigan physicians and a second survey of 532 physicians attending continuing medical education classes covered the topic of whether or not continuing medical education should be made mandatory. The results do not support a return to mandatory continuing medical education. (Author/CH)

  19. Education review: applied medical informatics--informatics in medical education.

    PubMed

    Naeymi-Rad, F; Trace, D; Moidu, K; Carmony, L; Booden, T

    1994-05-01

    The importance of informatics training within a health sciences program is well recognized and is being implemented on an increasing scale. At Chicago Medical School (CMS), the Informatics program incorporates information technology at every stage of medical education. First-year students are offered an elective in computer topics that concentrate on basic computer literacy. Second-year students learn information management such as entry and information retrieval skills. For example, during the Introduction to Clinical Medicine course, the student is exposed to the Intelligent Medical Record-Entry (IMR-E), allowing the student to enter and organize information gathered from patient encounters. In the third year, students in the Internal Medicine rotation at Norwalk Hospital use Macintosh power books to enter and manage their patients. Patient data gathered by the student are stored in a local server in Norwalk Hospital. In the final year, we teach students the role of informatics in clinical decision making. The present senior class at CMS has been exposed to the power of medical informatics tools for several years. The use of these informatics tools at the point of care is stressed. PMID:10134760

  20. AOA Continuing Medical Education.

    PubMed

    Rodgers, Delores J

    2011-04-01

    The author provides an update on the current CME cycle, which began on January 1, 2010, and will end on December 31, 2012. The author also details minor changes to the requirements for Category 1 CME sponsors accredited by the AOA and describes new online CME opportunities. The current article also explains changes regarding the AOA's awarding and recording of specialty CME credit hours for AOA board-certified osteopathic physicians. In addition, the article includes information to assist osteopathic specialists and subspecialists in requesting AOA Category 1-A credit for courses accredited by the Accreditation Council for Continuing Medical Education. PMID:21562297

  1. Community-Oriented Medical Education

    ERIC Educational Resources Information Center

    Hays, Richard

    2007-01-01

    Community-orientated medicine is a topical area for debate in the current discussions about medical education, but it can be argued that medical education has always been in the community because medical practice is located therein. It is widely accepted that community settings provide a wealth of learning opportunities for students and trainees…

  2. Blended Learning in Medical Education

    ERIC Educational Resources Information Center

    Zayapragassarazan, Z.; Kumar, Santosh

    2012-01-01

    The ongoing pedagogical advancements in medical education across the globe have gained the attention of academicians for the preparation of well-educated and competent physicians to address the healthcare issues facing today. The integration of technology into medical pedagogy has proved effective in many ways. This has made the medical education…

  3. [Information technology in medical education].

    PubMed

    Ramić, A

    1999-01-01

    The role of information technology in educational models of under-graduate and post-graduate medical education is growing in 1980's influenced by PC's break-in in medical practice and creating relevant data basis, and, particularly, in 1990's by integration of information technology on international level, development of international network, Internet, Telemedicin, etc. The development of new educational information technology is evident, proving that information in transfer of medical knowledge, medical informatics and communication systems represent the base of medical practice, medical education and research in medical sciences. In relation to the traditional approaches in concept, contents and techniques of medical education, new models of education in training of health professionals, using new information technology, offer a number of benefits, such as: decentralization and access to relevant data sources, collecting and updating of data, multidisciplinary approach in solving problems and effective decision-making, and affirmation of team work within medical and non-medical disciplines. Without regard to the dynamics of change and progressive reform orientation within health sector, the development of modern medical education is inevitable for all systems a in which information technology and available data basis, as a base of effective and scientifically based medical education of health care providers, give guarantees for efficient health care and improvement of health of population. PMID:10870617

  4. Issues in Business and Medical Education: Brief Literature Review on Strategic Management of Health Care Institutions.

    ERIC Educational Resources Information Center

    Smith, Alan D.

    The literature on the use of strategic management principles by health care organizations is reviewed. After considering basic concepts of strategic management and managerial problems in nonprofit organizations, strategic planning and management of health care organizations are covered. Attention is directed to the health care environment,…

  5. Medication management in primary and secondary schools: evaluation of mental health related in-service education in local schools.

    PubMed

    Reutzel, Thomas J; Desai, Archana; Workman, Gloria; Atkin, John A; Grady, Sarah; Todd, Timothy; Nguyen, Nhu; Watkins, Melissa; Tran, Kim; Nian Liu; Rafinski, Michelle; Dang, Thanh

    2008-08-01

    An increasing number of students are taking medications while they are in school or are under the influence of medication during school hours. In a novel effort, clinical pharmacists and mental health therapists worked together to provide "mini-in-service" educational programs on psychological disorders and medications used to treat these disorders. The purpose of this study was to implement and evaluate the effectiveness of these educational programs presented to school nurses, teachers, school administrators, and other personnel. The study compared participant responses before and after attending a medication in-service session on a psychological disorder and its related medications. Results indicated that in-service education on attention deficit/hyperactivity disorder (ADHD) and depression improved the knowledge and confidence levels of school personnel regarding medications and symptoms. Feedback indicated school personnel wanted longer educational sessions and more information on these disorders and treatments. School nurses working with health professionals can improve education for staff, families, and students about mental health disorders and their treatment. PMID:18757357

  6. Are medical educators following General Medical Council guidelines on obesity education: if not why not?

    PubMed Central

    2013-01-01

    Background Although the United Kingdom’s (UK’s) General Medical Council (GMC) recommends that graduating medical students are competent to discuss obesity and behaviour change with patients, it is difficult to integrate this education into existing curricula, and clinicians report being unprepared to support patients needing obesity management in practice. We therefore aimed to identify factors influencing the integration of obesity management education within medical schools. Methods Twenty-seven UK and Irish medical school educators participated in semi-structured interviews. Grounded theory principles informed data collection and analysis. Themes emerging directly from the dataset illustrated key challenges for educators and informed several suggested solutions. Results Factors influencing obesity management education included: 1) Diverse and opportunistic learning and teaching, 2) Variable support for including obesity education within undergraduate medical programmes, and 3) Student engagement in obesity management education. Findings suggest several practical solutions to identified challenges including clarifying recommended educational agendas; improving access to content-specific guidelines; and implementing student engagement strategies. Conclusions Students’ educational experiences differ due to diverse interpretations of GMC guidelines, educators’ perceptions of available support for, and student interest in obesity management education. Findings inform the development of potential solutions to these challenges which may be tested further empirically. PMID:23578257

  7. Empathy and medical education.

    PubMed

    Schatz, I J

    1995-04-01

    Spiro has said, "computed tomographic scans offer no compassion and magnetic resonance imaging has no human face. Only men and women are capable of empathy." Empathy is an essential and required part of our roles as caregivers. We must enhance this natural emotion that exists in each of us; we can do so by carefully designing a curriculum, much as we would for learning about the physiology of the liver. The roots of our need for detachment and equanimity go back to Sir William Osler, but the pendulum has swung too far, and the need for retention of millions of data bits overwhelms our souls. Although excessive emotion is destructive and counter-productive, we must not suppress our passion--but control it. The best physician both feels with the patient and prescribes for the patient at the same time. To do one without the other is inadequate care. As medical educators our task is clear. PMID:7601673

  8. Does Patient Partnership in Continuing Medical Education (CME) Improve the Outcome in Osteoporosis Management.

    ERIC Educational Resources Information Center

    Pazirandeh, Mahmood

    2002-01-01

    Patients (n=672) were screened and instructed about osteoporosis; 53 of their physicians attended lectures, a control group did not. A survey of 258 patients showed doctor-ordered screening tests increased regardless of lecture attendance. Increased patient-initiated discussions about osteoporosis suggest that patient education is effective.…

  9. Course Evaluation in Medical Education

    ERIC Educational Resources Information Center

    Kogan, Jennifer R.; Shea, Judy A.

    2007-01-01

    Course evaluation is integral to medical education. We discuss (1) distinctive features of medical education that impact on course evaluation, (2) a framework for course evaluations, (3) details that shape the evaluation process, (4) key measurement issues important to data gathering and interpretation, and (5) opportunities for expanding the…

  10. Electives in Graduate Medical Education

    ERIC Educational Resources Information Center

    Kumar, Santosh; Zayapragassarazan, Z.

    2013-01-01

    Modern curricula have both compulsory portions and electives or portions chosen by students. Electives have been a part of graduate and postgraduate general higher education. Electives are included in various standards for graduate medical education and are also included in proposed Medical Council of India Regulations on Graduate Medical…

  11. Abraham Flexner and medical education.

    PubMed

    Ludmerer, Kenneth M

    2011-01-01

    The Flexner Report had its roots in the recognition in the mid-19th century that medical knowledge is not something fixed but something that grows and evolves. This new view of medical knowledge led to a recasting of the goal of medical education as that of instilling the proper techniques of acquiring and evaluating information rather than merely inculcating facts through rote memorization. Abraham Flexner, a brilliant educator, had the background to understand and popularize the meaning of this new view of education, and he took the unprecedented step of relating the developments in medical education to the ideas of John Dewey and the progressive education movement. Although the Flexner Report is typically viewed as a historical document--due to an understandable tendency to refer only to the second half of the report, where Flexner provides his famous critiques of the medical schools that existed at the time--this article argues that the Flexner Report is actually a living educational document of as much significance to medical educators today as in Flexner's time. The article analyzes Flexner's discussion of medical education and shows that his message--the importance of academic excellence, professional leadership, proper financial support, and service and altruism--is timeless, as applicable to the proper education of physicians today and tomorrow as in the past.

  12. Implications for Veterinary Medical Education: Postprofessional Education.

    ERIC Educational Resources Information Center

    Kahrs, Robert F.

    1980-01-01

    Concern about delivery of veterinary medical services to animal agriculture and implications for postprofessional veterinary medical education are discussed. The individual needs and goals of livestock producers, practicing veterinarians, and veterinary academicians are so varied that actual delivery of veterinary medical services is difficult to…

  13. Knowledge Management within the Medical University.

    PubMed

    Rauzina, Svetlana Ye; Tikhonova, Tatiana A; Karpenko, Dmitriy S; Bogopolskiy, Gennady A; Zarubina, Tatiana V

    2015-01-01

    The aim of the work is studying the possibilities of ontological engineering in managing of medical knowledge. And also practical implementation of knowledge management system (KMS) in medical university. The educational process model is established that allows analyzing learning results within time scale. Glossary sub-system has been developed; ontologies of educational disciplines are constructed; environment for setup and solution of situational cases is established; ontological approach to assess competencies is developed. The possibilities of the system for solving situation tasks have been described. The approach to the evaluation of competence has been developed.

  14. Knowledge Management within the Medical University.

    PubMed

    Rauzina, Svetlana Ye; Tikhonova, Tatiana A; Karpenko, Dmitriy S; Bogopolskiy, Gennady A; Zarubina, Tatiana V

    2015-01-01

    The aim of the work is studying the possibilities of ontological engineering in managing of medical knowledge. And also practical implementation of knowledge management system (KMS) in medical university. The educational process model is established that allows analyzing learning results within time scale. Glossary sub-system has been developed; ontologies of educational disciplines are constructed; environment for setup and solution of situational cases is established; ontological approach to assess competencies is developed. The possibilities of the system for solving situation tasks have been described. The approach to the evaluation of competence has been developed. PMID:26152966

  15. Medical education in The Netherlands.

    PubMed

    Ten Cate, Olle

    2007-10-01

    This paper aims to draw a picture of current medical education in The Netherlands. Based on strong historical roots in the seventeenth century, Dutch medical education has adapted to changing circumstances through the ages. Nowadays, medical education in The Netherlands may be called "modern", according to international standards and schools such as the one in Maastricht serve as examples, nationally and internationally. After considerable redesign of undergraduate education in the 1980s and 1990s, the first decade of the new century shows a revolutionary development of postgraduate medical education, with the introduction of nationwide competency-based training, and mandatory in-training assessments and portfolios for residents. The high level of activity in medical education development is reflected in high research productivity, measured as Dutch articles in international journals. Despite these strengths, several critical issues around medical education are in debate, ranging from entrance selection, small group tutoring, the two-cycle bachelor-master model and the relevance of basic sciences to the planning of enrolment numbers and working hours for residents. Medical education in The Netherlands is a dynamic field.

  16. Simulation and its role in medical education

    PubMed Central

    Datta, Rashmi; Upadhyay, KK; Jaideep, CN

    2012-01-01

    Medical education is increasingly laying emphasis on a curriculum based on cognitive, psychomotor, and affective domains of learning which were originally proposed nearly 50 years ago. These reforms are framed around best standards of care, error management and patient safety, patient autonomy, and resource allocation. There is a worldwide shift in the method of medical education towards experiential (‘hands-on’) medical learning; however, applying this concept to real patients is less acceptable to society and is subject to legal and ethical issues. Simulation is the artificial representation of a complex real-world process with sufficient fidelity with the aim to facilitate learning through immersion, reflection, feedback, and practice minus the risks inherent in a similar real-life experience. Medical simulation offers numerous potential strategies for comprehensive and practical training, and safer patient care. It is a technique, rather than just a technology that promotes experiential and reflective learning. It is also a key strategy to teach crisis resource management skills. Simulation can benefit the individual learner, the multidisciplinary team, and the hospital as a whole. In this review, the authors discuss the role of simulation in five situations namely undergraduate teaching, postgraduate training, continuing medical education, disaster management, and military trauma management and dwell upon the experience of medical simulation in the Armed Forces. PMID:24623932

  17. Simulation and its role in medical education.

    PubMed

    Datta, Rashmi; Upadhyay, Kk; Jaideep, Cn

    2012-04-01

    Medical education is increasingly laying emphasis on a curriculum based on cognitive, psychomotor, and affective domains of learning which were originally proposed nearly 50 years ago. These reforms are framed around best standards of care, error management and patient safety, patient autonomy, and resource allocation. There is a worldwide shift in the method of medical education towards experiential ('hands-on') medical learning; however, applying this concept to real patients is less acceptable to society and is subject to legal and ethical issues. Simulation is the artificial representation of a complex real-world process with sufficient fidelity with the aim to facilitate learning through immersion, reflection, feedback, and practice minus the risks inherent in a similar real-life experience. Medical simulation offers numerous potential strategies for comprehensive and practical training, and safer patient care. It is a technique, rather than just a technology that promotes experiential and reflective learning. It is also a key strategy to teach crisis resource management skills. Simulation can benefit the individual learner, the multidisciplinary team, and the hospital as a whole. In this review, the authors discuss the role of simulation in five situations namely undergraduate teaching, postgraduate training, continuing medical education, disaster management, and military trauma management and dwell upon the experience of medical simulation in the Armed Forces. PMID:24623932

  18. Simulation and its role in medical education.

    PubMed

    Datta, Rashmi; Upadhyay, Kk; Jaideep, Cn

    2012-04-01

    Medical education is increasingly laying emphasis on a curriculum based on cognitive, psychomotor, and affective domains of learning which were originally proposed nearly 50 years ago. These reforms are framed around best standards of care, error management and patient safety, patient autonomy, and resource allocation. There is a worldwide shift in the method of medical education towards experiential ('hands-on') medical learning; however, applying this concept to real patients is less acceptable to society and is subject to legal and ethical issues. Simulation is the artificial representation of a complex real-world process with sufficient fidelity with the aim to facilitate learning through immersion, reflection, feedback, and practice minus the risks inherent in a similar real-life experience. Medical simulation offers numerous potential strategies for comprehensive and practical training, and safer patient care. It is a technique, rather than just a technology that promotes experiential and reflective learning. It is also a key strategy to teach crisis resource management skills. Simulation can benefit the individual learner, the multidisciplinary team, and the hospital as a whole. In this review, the authors discuss the role of simulation in five situations namely undergraduate teaching, postgraduate training, continuing medical education, disaster management, and military trauma management and dwell upon the experience of medical simulation in the Armed Forces.

  19. [The globalization of medical education].

    PubMed

    Stevens, Fred C J

    2013-01-01

    With reference to a recently published research article on the applicability and effectiveness of problem-based learning (PBL) in non-Western medical schools, this commentary explores the assumption that a set of shared values is the common denominator of the globalisation of medical education. The use and effectiveness of PBL are not isolated from the cultural and social structural context in which it is applied; critical differences in values and in views on education underlie what educators and students perceive to be effective locally. The globalisation of medical education is more than the import of instructional designs, and includes Western models of social organisation that require deep reflection and adaptation for success; hence, instead of spreading models for medical education across the globe, more effort should be put into the support of 'home-grown' equivalents and alternatives. PMID:23343741

  20. [The globalization of medical education].

    PubMed

    Stevens, Fred C J

    2013-01-01

    With reference to a recently published research article on the applicability and effectiveness of problem-based learning (PBL) in non-Western medical schools, this commentary explores the assumption that a set of shared values is the common denominator of the globalisation of medical education. The use and effectiveness of PBL are not isolated from the cultural and social structural context in which it is applied; critical differences in values and in views on education underlie what educators and students perceive to be effective locally. The globalisation of medical education is more than the import of instructional designs, and includes Western models of social organisation that require deep reflection and adaptation for success; hence, instead of spreading models for medical education across the globe, more effort should be put into the support of 'home-grown' equivalents and alternatives.

  1. Veterinary medical education in Iraq.

    PubMed

    Khamas, Wael A; Nour, Abdelfattah

    2004-01-01

    Iraq is an agricultural country with a large population of animals: sheep, goats, cattle, water buffaloes, horses, donkeys, mules, and camels. In the 1980s, the successful poultry industry managed to produce enough table eggs and meat to satisfy the needs of the entire population; at one time, the thriving fish industry produced different types of fish for Iraqis' yearly fish consumption. There are four veterinary colleges in Iraq, which have been destroyed along with the veterinary services infrastructure. Understandably, improvements to the quality of veterinary education and services in Iraq will be reflected in a healthy and productive animal industry, better food quality and quantity, fewer zoonotic diseases, and more income-generating activities in rural areas. Thus, if undergraduate, graduate, and continuing education programs are improved, the veterinary medical profession will attract more competent students. This will satisfy the country's increased demand for competent veterinarians in both public and private sectors. Although Iraq has an estimated 5,000-7,000 veterinarians, there is a need for quality veterinary services and for more veterinarians. In addition, there is a need for the improvement of veterinary diagnostic facilities, as zoonotic diseases are always highly probable in this region. This article provides insight into the status of veterinary medical education and veterinary services in Iraq before and after the 1991 Gulf War and gives suggestions for improvement and implementation of new programs. Suggestions are also offered for improving veterinary diagnostic facilities and the quality of veterinary services. Improving diagnostic facilities and the quality of veterinary services will enhance animal health and production in Iraq and will also decrease the likelihood of disease transmission to and from Iraq. Threats of disease transmission and introduction into the country have been observed and reported by several international

  2. Medical education in substance use disorders.

    PubMed

    Saunders, J B; Roche, A M

    1991-01-01

    This paper outlines recent developments in drug and alcohol medical education, and highlights improved prospects for prevention and appropriate management of substance use disorders. The paper also presents a model of effective drug and alcohol medical education designed to induce both clinical competence and effective practice behaviour. Of particular note is the trend towards greater emphasis on skills development, especially clinical interaction skills. This emphasis is underpinned by an increasingly behavioural orientation, whereby concern is focused on fostering clinical competence in specific skills, e.g. identification, history taking and interventions. Practical examples of the application of such approaches are noted. In addition, relevance of concepts, such as self-efficacy and role legitimacy, to the area of drug and alcohol medical education is highlighted. Together with recent data on early intervention, and the widespread recognition and support for medical practitioners' involvement in drug and alcohol problems, future prospects are viewed as very encouraging.

  3. Availability of Education and Training for Medical Specialists about the Impact of Dementia on Comorbid Disease Management

    ERIC Educational Resources Information Center

    Ibrahim, Joseph Elias; Davis, Marie-Claire

    2013-01-01

    Individuals with dementia carry an additional health burden of multiple comorbid conditions. Effectively assessing and treating these comorbid conditions requires the medical specialist to be aware of, understand, and manage the effects of dementia on their clinical subspecialty practice. This ecological study describes the dementia-related…

  4. Medical waste management in Korea.

    PubMed

    Jang, Yong-Chul; Lee, Cargro; Yoon, Oh-Sub; Kim, Hwidong

    2006-07-01

    The management of medical waste is of great importance due to its potential environmental hazards and public health risks. In the past medical waste was often mixed with municipal solid waste and disposed of in residential waste landfills or improper treatment facilities (e.g. inadequately controlled incinerators) in Korea. In recent years, many efforts have been made by environmental regulatory agencies and waste generators to better manage the waste from healthcare facilities. This paper presents an overview of the current management practices of medical waste in Korea. Information regarding generation, composition, segregation, transportation, and disposal of medical wastes is provided and discussed. Medical waste incineration is identified as the most preferred disposal method and will be the only available treatment option in late 2005. Faced with increased regulations over toxic air emissions (e.g. dioxins and furans), all existing small incineration facilities that do not have air pollution control devices will cease operation in the next few years. Large-scale medical waste incinerators would be responsible for the treatment of medical waste generated by most healthcare facilities in Korea. It is important to point out that there is a great potential to emit air toxic pollutants from such incinerators if improperly operated and managed, because medical waste typically contains a variety of plastic materials such as polyvinyl chloride (PVC). Waste minimization and recycling, control of toxic air emissions at medical waste incinerators, and alternative treatment methods to incineration are regarded to be the major challenges in the future.

  5. Ethics and Continuing Medical Education.

    ERIC Educational Resources Information Center

    Felch, William C.

    1986-01-01

    Aspects of ethics and continuing medical education (CME) are discussed in terms of CME consumers (physicians), providers, and others; vacation CME and "brownie points"; marketing and cosponsorship; financial support from industry; and entrepreneurialism. (CT)

  6. Podiatric Medical Education: A Review.

    ERIC Educational Resources Information Center

    Pollock, George P.

    1980-01-01

    The basic curricular structure and courses deemed necessary to podiatric medical education are outlined and their rationale explained. Specialties appropriate to podiatric practice, such as electrophysiology and cardiovascular physiology, are noted, and the sequence of coursework suggested. (MSE)

  7. Enhanced medication management services in the community

    PubMed Central

    2013-01-01

    Background: Pharmacists are now receiving reimbursement by the Ontario government to do medication reviews for patients on 3 or more medications. However, they are often too busy in the community setting to thoroughly review medications with patients. Having a designated pharmacist to provide medication reviews could increase the number of reviews performed. Methods: Step 1 involved developing a business plan to determine the number of medication reviews that needed to be done to pay a pharmacist a full-time salary. Step 2 involved establishing the core elements of medication therapy management that included medication review, a medication-related action plan, documentation and follow-up. In step 3, eligible patients were called and invited to attend an appointment to review their medications with the pharmacist. Upon completion of the medication reviews, a random group of patients were requested to complete a satisfaction survey after the medication review. Results: Three hundred thirty-six patients received billable medication reviews from April 4 to July 27, 2012. Twenty-seven additional visits were performed as follow-up visits. Eighty pharmaceutical opinions met the eligibility criteria for billing. Fifteen patients received counselling for smoking cessation. Medication reviews were completed for 19 patients from 8 other pharmacies. Extra revenue was generated through the sales of replacements of expired products. An average of 2.08 drug-related problems per patients was identified. One hundred percent of the patients were very satisfied with the service. Conclusion: A full-time pharmacist position providing enhanced medication management services generated enough income to pay for a full-time pharmacist’s salary. The benefits to the patients were an increase in identification and resolution of drug-related problems, as well as an opportunity to receive disease state education and experience an improvement in disease states. Patients were extremely satisfied

  8. Managing Costs and Medical Information

    Cancer.gov

    People with cancer may face major financial challenges and need help dealing with the high costs of care. Cancer treatment can be very expensive, even when you have insurance. Learn ways to manage medical information, paperwork, bills, and other records.

  9. Learning Experiences in Medical Education.

    ERIC Educational Resources Information Center

    Leggat, Peter A.

    2000-01-01

    Discusses the learning experience from both traditional and computer-assisted instructional methods. Describes the environments in which these methods are effective. Focuses on learning experiences in medical education and describes educational strategies, particularly the 'SPICES' model. Discusses the importance of mentoring in the psychosocial…

  10. Current trends in medical ethics education in Japanese medical schools.

    PubMed

    Kurosu, Mitsuyasu

    2012-09-01

    The Japanese medical education program has radically improved during the last 10 years. In 1999, the Task Force Committee on Innovation of Medical Education for the 21st Century proposed a tutorial education system, a core curriculum, and a medical student evaluation system for clinical clerkship. In 2001, the Model Core Curriculum of medical education was instituted, in which medical ethics became part of the core material. Since 2005, a nationwide medical student evaluation system has been applied for entrance to clinical clerkship. Within the Japan Society for Medical Education, the Working Group of Medical Ethics proposed a medical ethics education curriculum in 2001. In line with this, the Japanese Association for Philosophical and Ethical Research in Medicine has begun to address the standardization of the curriculum of medical ethics. A medical philosophy curriculum should also be included in considering illness, health, life, death, the body, and human welfare.

  11. Medical Information Management System

    NASA Technical Reports Server (NTRS)

    Alterescu, S.; Hipkins, K. R.; Friedman, C. A.

    1979-01-01

    On-line interactive information processing system easily and rapidly handles all aspects of data management related to patient care. General purpose system is flexible enough to be applied to other data management situations found in areas such as occupational safety data, judicial information, or personnel records.

  12. [Quality management in medical laboratories].

    PubMed

    Fritzer-Szekeres, M

    2010-05-01

    During the 20th century understanding for quality has changed and international and national requirements for quality have been published. Therefore also medical branches started to establish quality management systems. Quality assurance has always been important for medical laboratories. Certification according to the standard ISO 9001 and accreditation according to the standard ISO 17025 have been the proof of fulfilling quality requirements. The relatively new standard ISO 15189 is the first standard for medical laboratories. This standard includes technical and management requirements for the medical laboratory. The main focus is the proof of competence within the personnel. As this standard is accepted throughout the European Union an increase in accreditations of medical laboratories is predictable. PMID:20454753

  13. Medical-Information-Management System

    NASA Technical Reports Server (NTRS)

    Alterescu, Sidney; Friedman, Carl A.; Frankowski, James W.

    1989-01-01

    Medical Information Management System (MIMS) computer program interactive, general-purpose software system for storage and retrieval of information. Offers immediate assistance where manipulation of large data bases required. User quickly and efficiently extracts, displays, and analyzes data. Used in management of medical data and handling all aspects of data related to care of patients. Other applications include management of data on occupational safety in public and private sectors, handling judicial information, systemizing purchasing and procurement systems, and analyses of cost structures of organizations. Written in Microsoft FORTRAN 77.

  14. Professionalism in Medical Education

    ERIC Educational Resources Information Center

    Hilton, Sean; Southgate, Lesley

    2007-01-01

    Medical professionalism in today's society requires the exhibition of a range of qualities deployed in the service of patients, rather than more traditionally defined aspects such as mastery, autonomy and self-regulation. These qualities incorporate demonstrated clinical competence; aspiring to excellence in practice while demonstrating humility…

  15. Management of hazardous medical waste in Croatia

    SciTech Connect

    Marinkovic, Natalija Vitale, Ksenija; Holcer, Natasa Janev; Dzakula, Aleksandar; Pavic, Tomo

    2008-07-01

    This article provides a review of hazardous medical waste production and its management in Croatia. Even though Croatian regulations define all steps in the waste management chain, implementation of those steps is one of the country's greatest issues. Improper practice is evident from the point of waste production to final disposal. The biggest producers of hazardous medical waste are hospitals that do not implement existing legislation, due to the lack of education and funds. Information on quantities, type and flow of medical waste are inadequate, as is sanitary control. We propose an integrated approach to medical waste management based on a hierarchical structure from the point of generation to its disposal. Priority is given to the reduction of the amounts and potential for harm. Where this is not possible, management includes reduction by sorting and separating, pretreatment on site, safe transportation, final treatment and sanitary disposal. Preferred methods should be the least harmful for human health and the environment. Integrated medical waste management could greatly reduce quantities and consequently financial strains. Landfilling is the predominant route of disposal in Croatia, although the authors believe that incineration is the most appropriate method. In a country such as Croatia, a number of small incinerators would be the most economical solution.

  16. Curriculum in Canadian Medical Education

    PubMed Central

    Macleod, J. Wendell

    1963-01-01

    In general, its teaching curriculum reflects the history of a medical school's interaction with a series of pressures, such as the staggering advance of scientific knowledge and the social demand for greater security against hazards to the welfare of entire populations. Secondary consequences include the isolation of the scientist and loss of the overall view; decline in interest in teaching; depersonalization of medical care; hospital-centred instruction and loss of contact with the viewpoint of the community at the very time that it is demanding more attention. Compensating trends include: increasing confidence in scientific methods, team-work in teaching, the project method of teaching, comprehensive care clinics, and research in educational methods. The conclusion favours medical education that is devoted to the educational needs of the student, to the health needs of the individual patient and of the community, and to the advancement of knowledge and understanding. PMID:20327473

  17. APA Summit on Medical Student Education Task Force on Informatics and Technology: Steps to Enhance the Use of Technology in Education through Faculty Development, Funding and Change Management

    ERIC Educational Resources Information Center

    Hilty, Donald M.; Benjamin, Sheldon; Briscoe, Gregory; Hales, Deborah J.; Boland, Robert J.; Luo, John S.; Chan, Carlyle H.; Kennedy, Robert S.; Karlinsky, Harry; Gordon, Daniel B.; Yellowlees, Peter M.; Yager, Joel

    2006-01-01

    Objective: This article provides an overview of how trainees, faculty, and institutions use technology for acquiring knowledge, skills, and attitudes for practicing modern medicine. Method: The authors reviewed the literature on medical education, technology, and change, and identify the key themes and make recommendations for implementing…

  18. Medical Education: The Hot Seat

    PubMed Central

    Pal, Ranabir; Kumar, Raman; Pal, Shrayan; Vidyasagar; Mukherji, Bijay; Debabrata, Sarbapalli

    2016-01-01

    Medical science has eventually metamorphosed from ‘Knowledge based’ to ‘Skill based’ applied social science. So, the age-old traditional courses and curriculums in Indian medical education need a overhauling with radical modifications. With a paradigm shift, we have to take into account not only the help of scientific feedback from the teachers and students but also from all the stakeholders of health care delivery system. PMID:27453838

  19. Human values in medical education.

    PubMed

    Ellis, J R

    1976-11-01

    Attitudes and values in medicine vary with the nature of the individual, his education and training, and the circumstances of his professional life. Comparisons are drawn between medical education in Britain 40 years ago and today. Though education has changed, British students are still mainly motivated by a desire to care for sick people. The impact of personal medicine on a country that has long accepted the need for some kind of national health service is described. It is postulated that as government and public become increasingly involved in health care, it is of paramount importance that medical education should provide a clear understanding of what a profession is and inculcate a determination to maintain true professional status. New responsibilities of the profession, to the public at large and to society, are suggested. The ability of medical education to exert a good influence on concern for human values in medicine depends in the final analysis on the ability to show excellence to medical students.

  20. [Piercing: health education or medicalization?].

    PubMed

    Meningaud, J P; Moutel, G; Hervé, C

    2000-06-10

    In Europe, the piercing mode has naturally been associated with specific complications raising an important public health problem. The debate on the role physicians should play requires a careful analysis of the ethical issues involved. Specifically, should the piercing be done in a medical setting? This question is raised because, when performed under ideal conditions, the act of piercing requires a certain degree of medical competency: history taking, asepsia, technical procedure (hemostasis), anesthesia.... However, mandatory medicalization would not, in our opinion, appear to be desirable since we are dealing with a social rite which lies outside the domain of specific medical care. Nevertheless, although we do not advocate systematic medicalization, we do believe that medicine should play a role, in terms of public health, in this emerging practice. We discuss the modalities of a health education dialogue which could be established with professional practicing piercing.

  1. Theories of Educational Management

    ERIC Educational Resources Information Center

    Bush, Tony

    2006-01-01

    Educational management is a field of study and practice concerned with the operation of educational organizations. The present author has argued consistently (Bush, 1986; Bush, 1995; Bush, 1999; Bush, 2003) that educational management has to be centrally concerned with the purpose or aims of education. These purposes or goals provide the crucial…

  2. Assessment Methods in Medical Education

    ERIC Educational Resources Information Center

    Norcini, John J.; McKinley, Danette W.

    2007-01-01

    Since the 1950s, there has been rapid and extensive change in the way assessment is conducted in medical education. Several new methods of assessment have been developed and implemented over this time and they have focused on clinical skills (taking a history from a patient and performing a physical examination), communication skills, procedural…

  3. Inspiring innovation in medical education.

    PubMed

    Woods, Majka; Anderson, Leslie; Rosenberg, Mark E

    2014-09-01

    Traditionally, changes to medical education come from the top down, an approach that potentially misses important contributions from medical students, residents, faculty and staff. In order to provide an avenue for them to bring forward their ideas for educational improvements, the University of Minnesota Medical School sponsored the "What's the Bright Idea?" contest. Through the contest, we sought to foster a culture of innovation and collaboration among faculty, staff and students. The contest included five phases: launch, idea submission, online voting, follow-up and implementation. Seventy-six ideas were submitted, and 902 people participated in the online voting. When asked in a follow-up survey whether the submitter would have developed their idea without the contest, 27% of respondents answered "no" and 18% answered "maybe." Three-fourths stated the contest stimulated networking and collaboration. Four of the recommendations are now being implemented.

  4. Medical Education and Global Health Equity.

    PubMed

    Drobac, Peter; Morse, Michelle

    2016-01-01

    Recent efforts to expand medical training in resource-constrained settings are laudable, but change that transforms health systems will require new educational approaches. Today's physician-leaders need to leverage clinical and global health knowledge with a nuanced understanding of the social forces that impact health, the ability to marshal political will, and the capacity to manage dynamic programs and institutions. In establishing the University of Global Health Equity, we have identified three reform principles. First, equipping medical schools with the tools and technology to deliver is imperative. Second, the mismatch between the skills taught in most medical schools and those needed to improve fragile health systems must be addressed. Finally, medical schools that strive to eliminate health inequities should "walk the walk," adopting progressive practices to institutionalize equity. PMID:27437820

  5. Pediatric hospitalists and medical education.

    PubMed

    Ottolini, Mary C

    2014-07-01

    Pediatric hospital medicine (PHM) is moving toward becoming an American Board of Pediatrics (ABP) subspecialty, roughly a decade after its formal inception in 2003. Education has played a central role as the field has evolved. Hospitalists are needed to educate trainees, medical students, residents, fellows, and nurse practitioner and physician assistant students in inpatient pediatric practice. Continuous professional development is needed for hospitalists currently in practice to augment clinical skills, such as providing sedation and placing peripherally inserted central catheter lines, and nonclinical skills in areas such as quality improvement methodology, hospital administration, and health service research. To address the educational needs of the current and future state of PHM, additional training is now needed beyond residency training. Fellowship training will be essential to continue to advance the field of PHM as well as to petition the ABP for specialty accreditation. Training in using adult educational theory, curriculum, and assessment design are critical for pediatric hospitalists choosing to advance their careers as clinician-educators. Several venues are available for gaining advanced knowledge and skill as an educator. PHM clinician-educators are advancing the field of pediatric education as well as their own academic careers by virtue of the scholarly approach they have taken to designing and implementing curricula for unique PHM teaching situations. PHM educators are changing the educational paradigm to address challenges to traditional education strategies posed by duty hour restrictions and the increasing drive to shorten the duration of the hospitalization. By embracing learning with technology, such as simulation and e-learning with mobile devices, PHM educators can address these challenges as well as respond to learning preferences of millennial learners. The future for PHM education is bright. PMID:24977677

  6. Consensus statement: medical management of acromegaly.

    PubMed

    Melmed, S; Casanueva, F; Cavagnini, F; Chanson, P; Frohman, L A; Gaillard, R; Ghigo, E; Ho, K; Jaquet, P; Kleinberg, D; Lamberts, S; Laws, E; Lombardi, G; Sheppard, M C; Thorner, M; Vance, M L; Wass, J A H; Giustina, A

    2005-12-01

    In November 2003, the Pituitary Society and the European Neuroendocrine Association sponsored a consensus workshop in Seville to address challenging issues in the medical management of acromegaly. Participants comprised 70 endocrinologists and neurosurgeons with international expertise in managing patients with acromegaly. All participants participated in the workshop proceedings, and the final document written by the scientific committee reflects the consensus opinion of the interactive deliberations. The meeting was supported by an unrestricted educational grant from Ipsen. No pharmaceutical representatives participated in the program planning or in the scientific deliberations.

  7. Plagiarism in graduate medical education.

    PubMed

    Cole, Ariel Forrester

    2007-06-01

    The act of overt plagiarism by graduates of accredited residency programs represents a failure in personal integrity. It also indicates a lack of professionalism, one of the six Accreditation Council for Graduate Medical Education (ACGME) competencies for graduate medical education. A recent experience at one geriatric fellowship indicates that the problem of plagiarism may be more prevalent than previously recognized. A situation was discovered at the geriatric medicine fellowship at Florida Hospital Family Medicine Residency Program in Orlando, Fla, in which three of the personal statements included in a total of 26 applications to the fellowship in the past 2 years contained portions plagiarized from a single Web site. The aim in documenting this plagiarism is to raise awareness among medical educators about the availability of online sources of content and ease of electronic plagiarism. Some students and residents may not recognize copying other resources verbatim as plagiarism. Residency programs should evaluate their own need for education about plagiarism and include this in the training of the competency of professionalism.

  8. [Neutral Medical Claim Management Committee].

    PubMed

    Komatsu, Mitsuru

    2013-03-01

    The Ibaraki Medical Association established the Committee for Alternative Dispute Resolution called the Neutral Medical Claim Management Committee in 2006. Among 64 claims presented to the committee, 29 were settled through mediation or consultation. Patients were generally satisfied that their claims were considered fairly by the committee and that they were able to talk directly with healthcare professionals. However, some did not consider the committee to be completely neutral. The healthcare professionals involved rated the committee highly because they felt that the processes were neutral and no emotional aspects were involved. PMID:23617190

  9. Managing Cooperative Education.

    ERIC Educational Resources Information Center

    National Child Labor Committee, New York, NY.

    This manual presents concepts, tools, and techniques that are useful in the management of cooperative education programs at the state department of education, school district, and secondary school levels. Section I is a general discussion of the management role in cooperative education. In section II focus is on the nature of the internal and…

  10. Medical Waste Management Implications for Small Medical Facilities.

    ERIC Educational Resources Information Center

    Byrns, George; Burke, Thomas

    1992-01-01

    Discusses the implications of the Medical Waste Management Act of 1988 for small medical facilities, public health, and the environment. Reviews health and environmental risks associated with medical waste, current regulatory approaches, and classifications. Concludes that the health risk of medical wastes has been overestimated; makes…

  11. A brief history of medical education and training in Australia.

    PubMed

    Geffen, Laurence

    2014-07-01

    Medical education and training in Australia comprises four phases: basic education, prevocational training, vocational training and continuing professional development. Between the 1860s and 1960s, eight medical schools were established in Australia, admitting school leavers to courses comprised of preclinical, paraclinical and clinical phases. Between the 1970s and the 1990s, two innovative new schools were established and all schools made major reforms to student selection, curricula and teaching, learning and assessment methods. Since 2000, student numbers expanded rapidly, both in existing medical schools and in eight new schools established to meet workforce demands, particularly in the rural sector. Prevocational training, first introduced as a compulsory internship year in the 1930s, has undergone reform and extension to subsequent years of junior doctor training through the agency of health departments and postgraduate medical education councils. Vocational training and continuing professional development, delivered by 15 specialist medical colleges, has evolved since the 1930s from a focus on specialist care of individual patients to include broader professional attributes required to manage complex health care systems. The Australian Medical Council began accreditation of basic medical education in 1985 and its remit now extends to all phases of medical education and training. With national governance of the entire system of medical education and training now achieved, mechanisms exist for flexible integration of all phases of medical education to meet the local and global challenges facing Australia's medical workforce.

  12. Educating todays engineering manager

    SciTech Connect

    Hurt, N.H. Jr.

    1986-04-01

    The issues addressed in this paper are: needed management skills/knowledge in concert with the definitions of management and leadership; suggested timing for behavioral management training, that is, undergraduate, graduate, or continuing education programs; and adequacy of management courses typically offered in traditional undergraduate/graduate engineering curricula.

  13. Medical management of abnormal pregnancy.

    PubMed

    Ratnam, S S; Prasad, R N

    1990-06-01

    Medical termination of abnormal pregnancy requires specific techniques since some conditions make therapy more effective, e.g., missed abortion intrauterine death and molar pregnancy, and others less so, e.g. anencephalic pregnancy. In all cases it is best to terminate the pregnancy as soon as possible to reduce anguish and risks of complications such as consumptive coagulopathy. Oxytocin is not consistently effective, but intraamniotic rivanol has oxytocic properties, and prostaglandins (PGs) are effective by several routes. Surgical methods are more popular in Japan and the US. A diagnostic flow chart is included and described. For missed abortion and fetal death vacuum aspiration or dilatation and evacuation are appropriate for early pregnancy, or PGs are used for later pregnancy, unless there are medical contraindications. Anencephalic pregnancy, usually diagnoses in 2nd or 3rd trimester, is resistant to medical therapy and must often be terminated by cesarean section. Molar pregnancy can be managed with vacuum aspiration at any length of gestation, but must be completed by curettage. Intraamniotic PGs are not advised for mole or fetal death. PG analogs can be administered intramuscularly, or vaginally in gel form. Other types of abnormal pregnancy that can be managed with PGs are spina bifida, hydrocephalus, hydrops fetalis, Dandy-Walker syndrome and Down's syndrome. Tubal pregnancy can be evacuated with intratubally administered PGs under laparoscopic control, thereby preserving tubal integrity. PMID:2225605

  14. Medical knowledge discovery and management.

    PubMed

    Prior, Fred

    2009-05-01

    Although the volume of medical information is growing rapidly, the ability to rapidly convert this data into "actionable insights" and new medical knowledge is lagging far behind. The first step in the knowledge discovery process is data management and integration, which logically can be accomplished through the application of data warehouse technologies. A key insight that arises from efforts in biosurveillance and the global scope of military medicine is that information must be integrated over both time (longitudinal health records) and space (spatial localization of health-related events). Once data are compiled and integrated it is essential to encode the semantics and relationships among data elements through the use of ontologies and semantic web technologies to convert data into knowledge. Medical images form a special class of health-related information. Traditionally knowledge has been extracted from images by human observation and encoded via controlled terminologies. This approach is rapidly being replaced by quantitative analyses that more reliably support knowledge extraction. The goals of knowledge discovery are the improvement of both the timeliness and accuracy of medical decision making and the identification of new procedures and therapies.

  15. MIMS - MEDICAL INFORMATION MANAGEMENT SYSTEM

    NASA Technical Reports Server (NTRS)

    Frankowski, J. W.

    1994-01-01

    MIMS, Medical Information Management System is an interactive, general purpose information storage and retrieval system. It was first designed to be used in medical data management, and can be used to handle all aspects of data related to patient care. Other areas of application for MIMS include: managing occupational safety data in the public and private sectors; handling judicial information where speed and accuracy are high priorities; systemizing purchasing and procurement systems; and analyzing organizational cost structures. Because of its free format design, MIMS can offer immediate assistance where manipulation of large data bases is required. File structures, data categories, field lengths and formats, including alphabetic and/or numeric, are all user defined. The user can quickly and efficiently extract, display, and analyze the data. Three means of extracting data are provided: certain short items of information, such as social security numbers, can be used to uniquely identify each record for quick access; records can be selected which match conditions defined by the user; and specific categories of data can be selected. Data may be displayed and analyzed in several ways which include: generating tabular information assembled from comparison of all the records on the system; generating statistical information on numeric data such as means, standard deviations and standard errors; and displaying formatted listings of output data. The MIMS program is written in Microsoft FORTRAN-77. It was designed to operate on IBM Personal Computers and compatibles running under PC or MS DOS 2.00 or higher. MIMS was developed in 1987.

  16. Medical Readers' Theater: Relevance to Geriatrics Medical Education

    ERIC Educational Resources Information Center

    Shapiro, Johanna; Cho, Beverly

    2011-01-01

    Medical Readers' Theater (MRT) is an innovative and simple way of helping medical students to reflect on difficult-to-discuss topics in geriatrics medical education, such as aging stereotypes, disability and loss of independence, sexuality, assisted living, relationships with adult children, and end-of-life issues. The authors describe a required…

  17. Management Operations in Education.

    ERIC Educational Resources Information Center

    Hentschke, Guilbert C.

    This book is intended to acquaint students and professionals in educational management with those activities in educational organizations requiring technical, business-related competence, and with selected management tools that aid in the analysis of those activities. Part 1, Fiscal Systems, includes discussions of fund accounting, direct costing,…

  18. Analysis of the Children's Hospital Graduate Medical Education Program Fund Allocations for Indirect Medical Education Costs.

    ERIC Educational Resources Information Center

    Wynn, Barbara O.; Kawata, Jennifer

    This study analyzed issues related to estimating indirect medical education costs specific to pediatric discharges. The Children's Hospital Graduate Medical Education (CHGNE) program was established to support graduate medical education in children's hospitals. This provision authorizes payments for both direct and indirect medical education…

  19. Perspective: Medical education in medical ethics and humanities as the foundation for developing medical professionalism.

    PubMed

    Doukas, David J; McCullough, Laurence B; Wear, Stephen

    2012-03-01

    Medical education accreditation organizations require medical ethics and humanities education to develop professionalism in medical learners, yet there has never been a comprehensive critical appraisal of medical education in ethics and humanities. The Project to Rebalance and Integrate Medical Education (PRIME) I Workshop, convened in May 2010, undertook the first critical appraisal of the definitions, goals, and objectives of medical ethics and humanities teaching. The authors describe assembling a national expert panel of educators representing the disciplines of ethics, history, literature, and the visual arts. This panel was tasked with describing the major pedagogical goals of art, ethics, history, and literature in medical education, how these disciplines should be integrated with one another in medical education, and how they could be best integrated into undergraduate and graduate medical education. The authors present the recommendations resulting from the PRIME I discussion, centered on three main themes. The major goal of medical education in ethics and humanities is to promote humanistic skills and professional conduct in physicians. Patient-centered skills enable learners to become medical professionals, whereas critical thinking skills assist learners to critically appraise the concept and implementation of medical professionalism. Implementation of a comprehensive medical ethics and humanities curriculum in medical school and residency requires clear direction and academic support and should be based on clear goals and objectives that can be reliably assessed. The PRIME expert panel concurred that medical ethics and humanities education is essential for professional development in medicine.

  20. A Historical Perspective of Medical Education

    ERIC Educational Resources Information Center

    Balcioglu, Huseyin; Bilge, Ugur; Unluoglu, Ilhami

    2015-01-01

    Even though there are significant developments in recent years in medical education, physicians are still needed reform and innovation in order to prepare the information society. The spots in the forefront of medical education in recent years; holistic approach in all processes, including health education, evidence-based medicine and…

  1. Medical management of venous ulcers.

    PubMed

    Pascarella, Luigi; Shortell, Cynthia K

    2015-03-01

    Venous disease is the most common cause of chronic leg ulceration and represents an advanced clinical manifestation of venous insufficiency. Due to their frequency and chronicity, venous ulcers have a high socioeconomic impact, with treatment costs accounting for 1% of the health care budget in Western countries. The evaluation of patients with venous ulcers should include a thorough medical history for prior deep venous thrombosis, assessment for an hypercoagulable state, and a physical examination. Use of the CEAP (clinical, etiology, anatomy, pathophysiology) Classification System and the revised Venous Clinical Severity Scoring System is strongly recommended to characterize disease severity and assess response to treatment. This venous condition requires lifestyle modification, with affected individuals performing daily intervals of leg elevation to control edema; use of elastic compression garments; and moderate physical activity, such as walking wearing below-knee elastic stockings. Meticulous skin care, treatment of dermatitis, and prompt treatment of cellulitis are important aspects of medical management. The pharmacology of chronic venous insufficiency and venous ulcers include essentially two medications: pentoxifylline and phlebotropic agents. The micronized purified flavonoid fraction is an effective adjunct to compression therapy in patients with large, chronic ulceration.

  2. Disease management and medication compliance.

    PubMed

    Cohen, Joshua; Christensen, Kathyrn; Feldman, Lanna

    2012-02-01

    Lack of medication compliance is harmful to health care systems from both a clinical and economic perspective. This study examines the methods that disease management organizations employ to identify nonadherent patients and to measure effectiveness of compliance programs for patients with diabetes, hyperlipidemia, and cystic fibrosis. In addition, this study investigates the degree to which disease managers assume risk in their contracts, and whether compliance strategies are being coordinated with payers' use of value-based insurance design, in which patient cost sharing is a function of the relative value of pharmaceuticals. This study's findings suggest that disease management may be falling short in terms of: (a) comprehensive commitment to expert-recommended at-home devices used to self-diagnose and measure health indicators; (b) early adoption of expert-recommended new technologies to measure and improve compliance; (c) intensity of use of standard tests in outpatient clinics; (d) coordination of compliance strategies with payers' use of value-based insurance design; and (e) the proportion of risk assumed in disease management contracts.

  3. Augmented reality in medical education?

    PubMed

    Kamphuis, Carolien; Barsom, Esther; Schijven, Marlies; Christoph, Noor

    2014-09-01

    Learning in the medical domain is to a large extent workplace learning and involves mastery of complex skills that require performance up to professional standards in the work environment. Since training in this real-life context is not always possible for reasons of safety, costs, or didactics, alternative ways are needed to achieve clinical excellence. Educational technology and more specifically augmented reality (AR) has the potential to offer a highly realistic situated learning experience supportive of complex medical learning and transfer. AR is a technology that adds virtual content to the physical real world, thereby augmenting the perception of reality. Three examples of dedicated AR learning environments for the medical domain are described. Five types of research questions are identified that may guide empirical research into the effects of these learning environments. Up to now, empirical research mainly appears to focus on the development, usability and initial implementation of AR for learning. Limited review results reflect the motivational value of AR, its potential for training psychomotor skills and the capacity to visualize the invisible, possibly leading to enhanced conceptual understanding of complex causality.

  4. Augmented reality in medical education?

    PubMed

    Kamphuis, Carolien; Barsom, Esther; Schijven, Marlies; Christoph, Noor

    2014-09-01

    Learning in the medical domain is to a large extent workplace learning and involves mastery of complex skills that require performance up to professional standards in the work environment. Since training in this real-life context is not always possible for reasons of safety, costs, or didactics, alternative ways are needed to achieve clinical excellence. Educational technology and more specifically augmented reality (AR) has the potential to offer a highly realistic situated learning experience supportive of complex medical learning and transfer. AR is a technology that adds virtual content to the physical real world, thereby augmenting the perception of reality. Three examples of dedicated AR learning environments for the medical domain are described. Five types of research questions are identified that may guide empirical research into the effects of these learning environments. Up to now, empirical research mainly appears to focus on the development, usability and initial implementation of AR for learning. Limited review results reflect the motivational value of AR, its potential for training psychomotor skills and the capacity to visualize the invisible, possibly leading to enhanced conceptual understanding of complex causality. PMID:24464832

  5. [Medical audit: a modern undervalued management tool].

    PubMed

    Osorio, Guido; Sayes, Nilda; Fernández, Lautaro; Araya, Ester; Poblete, Dennis

    2002-02-01

    Medical audit is defined as the critical and periodical assessment of the quality of medical care, through the revision on medical records and hospital statistics. This review defines the work of the medical auditor and shows the fields of action of medical audit, emphasizing its importance and usefulness as a management tool. The authors propose that every hospital should create an audit system, should provide the necessary tools to carry out medical audits and should form an audit committee. PMID:11974537

  6. [Medical audit: a modern undervalued management tool].

    PubMed

    Osorio, Guido; Sayes, Nilda; Fernández, Lautaro; Araya, Ester; Poblete, Dennis

    2002-02-01

    Medical audit is defined as the critical and periodical assessment of the quality of medical care, through the revision on medical records and hospital statistics. This review defines the work of the medical auditor and shows the fields of action of medical audit, emphasizing its importance and usefulness as a management tool. The authors propose that every hospital should create an audit system, should provide the necessary tools to carry out medical audits and should form an audit committee.

  7. Texas Medical Schools Beef Up Nutrition Education.

    PubMed

    Sorrel, Amy Lynn

    2015-11-01

    With lifestyle-related diseases on the rise, some medical schools help to arm future doctors with the nutrition knowledge they'll need. Texas medical schools and residency programs are getting ahead of the curve in addressing this public-health-meets-medical-education issue, with medical students often leading the charge. PMID:26536515

  8. Texas Medical Schools Beef Up Nutrition Education.

    PubMed

    Sorrel, Amy Lynn

    2015-11-01

    With lifestyle-related diseases on the rise, some medical schools help to arm future doctors with the nutrition knowledge they'll need. Texas medical schools and residency programs are getting ahead of the curve in addressing this public-health-meets-medical-education issue, with medical students often leading the charge.

  9. American Medical Education: Institutions, Programs, and Issues.

    ERIC Educational Resources Information Center

    Jones, Robert F.

    This report presents information about the academic medical centers belonging to the Association of American Medical Colleges (AAMC) and profiles American medical education generally. Following a brief introduction, a section on institutions and resources offers information on medical schools' financial support, faculties, and faculty practice…

  10. Educating medical students for Alaska.

    PubMed

    Fortuine, R; Dimino, M J

    1998-01-01

    Because Alaska does not have its own medical school, it has become part of WAMI (Washington, Alaska, Montana, Idaho), an educational agreement with the University of Washington School of Medicine (UWSM). Each year, 10 Alaskans are accepted into the entering class of UWSM and spend their first year at the University of Alaska Anchorage (UAA). UWSM third- and fourth-year medical students can obtain some of their clinical experience in Alaska. To meet the needs of Alaska, students are chosen based on academic and personal records, as well as the likelihood of their returning to Alaska for practice. To this end, over the last seven years 30% of accepted students have come from rural communities and 10% are Alaska Natives. The curriculum for the first year includes several sessions dedicated to Alaska health problems, cross-cultural issues, and Alaska's unique rural health care delivery system. Students do two preceptorships--one with a private primary care physician and one with a physician at the Alaska Native Medical Center. Additionally, students have the option to spend a week at a rural site to learn about the community's health care system. An Alaska track is being developed whereby an Alaskan UWSM student can do most of the third year in state via clerkships in family medicine, obstetrics/gynecology, psychiatry, internal medicine, and pediatrics. All UWSM students at the end of their first year can elect to participate for one month in the R/UOP (Rural/Underserved Opportunities Program), which includes several Alaska sites. The overall goals of these approaches are to educate UWSM students, especially Alaskans, about the state's health needs and health care system and to encourage UWSM graduates to practice in the state.

  11. [Current status of medical education in Chile].

    PubMed

    2009-05-01

    The Chilean Academy of Medicine published a "Report on the Current Status of Medical Education in Chile". This report reviews the history of medical education in this country and its close relationship with the Health Care System, public and private; highlights the main changes that took place during the last 25 years in superior and medical education; provides information on the 26 currently existing Medical Schools; refers to the availability of medical doctors and specialists; discusses the mechanisms that control the quality of institutions involved and their programs; and summarizes the results of the Annual National Medical Examination. The members of the Committee on Superior Education of the Academy provided a critical analysis of medical education in Chile and recommendations on how to improve it.

  12. The role of the Malaysian Medical Council in medical education.

    PubMed

    Mahmud Mohd, M N

    2005-08-01

    The Malaysian Medical Council (MMC) operates under the Medical Act of 1971, which defines its core functions related to (a) the registration and practice of medical practitioners (b) the period of compulsory service (c) provisions to be enacted for purposes of (a) and (b). In the early years the MMC used the list of recognised colleges or Universities that appeared in the list of degrees recognised by the General Medical Council of United Kingdom (GMC). Over the years the MMC has undertaken the role of granting recognition to other medical schools in the country and overseas, and added the name of these schools to the existing register of recognised medical degrees in the second schedule of the Act. For the purpose of recognition of medical schools the MMC endorsed a guideline on standards and procedures on accreditation developed in 1996, which was later realigned with international and regional guidelines, in 2000 and 2001. It is recommended that the MMC establishes an active functional 'Education Committee' and that the role of MMC in medical education should be clearly and explicitly stated in the Act. An amendment to the Act would require the MMC to be responsible not only for undergraduate medical education but medical education in its entire phase.

  13. Incorporating environmental health into pediatric medical and nursing education.

    PubMed

    McCurdy, Leyla Erk; Roberts, James; Rogers, Bonnie; Love, Rebecca; Etzel, Ruth; Paulson, Jerome; Witherspoon, Nsedu Obot; Dearry, Allen

    2004-12-01

    Pediatric medical and nursing education currently lacks the environmental health content necessary to appropriately prepare pediatric health care professionals to prevent, recognize, manage, and treat environmental-exposure-related disease. Leading health institutions have recognized the need for improvements in health professionals' environmental health education. Parents are seeking answers about the impact of environmental toxicants on their children. Given the biologic, psychological, and social differences between children and adults, there is a need for environmental health education specific to children. The National Environmental Education and Training Foundation, in partnership with the Children's Environmental Health Network, created two working groups, one with expertise in medical education and one with expertise in nursing education. The working groups reviewed the transition from undergraduate student to professional to assess where in those processes pediatric environmental health could be emphasized. The medical education working group recommended increasing education about children's environmental health in the medical school curricula, in residency training, and in continuing medical education. The group also recommended the expansion of fellowship training in children's environmental health. Similarly, the nursing working group recommended increasing children's environmental health content at the undergraduate, graduate, and continuing nursing education levels. Working groups also identified the key medical and nursing organizations that would be important in leveraging these changes. A concerted effort to prioritize pediatric environmental health by governmental organizations and foundations is essential in providing the resources and expertise to set policy and provide the tools for teaching pediatric environmental health to health care providers.

  14. Biostatistical and medical statistics graduate education.

    PubMed

    Brimacombe, Michael B

    2014-01-28

    The development of graduate education in biostatistics and medical statistics is discussed in the context of training within a medical center setting. The need for medical researchers to employ a wide variety of statistical designs in clinical, genetic, basic science and translational settings justifies the ongoing integration of biostatistical training into medical center educational settings and informs its content. The integration of large data issues are a challenge.

  15. Biostatistical and medical statistics graduate education

    PubMed Central

    2014-01-01

    The development of graduate education in biostatistics and medical statistics is discussed in the context of training within a medical center setting. The need for medical researchers to employ a wide variety of statistical designs in clinical, genetic, basic science and translational settings justifies the ongoing integration of biostatistical training into medical center educational settings and informs its content. The integration of large data issues are a challenge. PMID:24472088

  16. Doctors or technicians: assessing quality of medical education

    PubMed Central

    Hasan, Tayyab

    2010-01-01

    Medical education institutions usually adapt industrial quality management models that measure the quality of the process of a program but not the quality of the product. The purpose of this paper is to analyze the impact of industrial quality management models on medical education and students, and to highlight the importance of introducing a proper educational quality management model. Industrial quality management models can measure the training component in terms of competencies, but they lack the educational component measurement. These models use performance indicators to assess their process improvement efforts. Researchers suggest that the performance indicators used in educational institutions may only measure their fiscal efficiency without measuring the quality of the educational experience of the students. In most of the institutions, where industrial models are used for quality assurance, students are considered as customers and are provided with the maximum services and facilities possible. Institutions are required to fulfill a list of recommendations from the quality control agencies in order to enhance student satisfaction and to guarantee standard services. Quality of medical education should be assessed by measuring the impact of the educational program and quality improvement procedures in terms of knowledge base development, behavioral change, and patient care. Industrial quality models may focus on academic support services and processes, but educational quality models should be introduced in parallel to focus on educational standards and products. PMID:23745059

  17. Students Are Not Customers: A Better Model for Medical Education.

    ERIC Educational Resources Information Center

    Albanese, Mark

    1999-01-01

    Argues that the student-as-customer model of medical education has many failings that result in educationally dysfunctional interactions. Proposes a new model (based on Deming's 14 principles for quality in business) in which faculty are managers of instruction, students are learning workers, the product is successful learning, and the customers…

  18. American medical education at a crossroads.

    PubMed

    Feldman, Arthur M; Runge, Marschall S; Garcia, Joe G N; Rubenstein, Arthur H

    2015-04-29

    New medical-education models in which research plays a modest role could engender a two-tiered educational system, cause a reduction in the physician-scientist pipeline, and diminish the translation of biomedical advances. PMID:25925678

  19. Podiatric Medical Education: A Statistical Report.

    ERIC Educational Resources Information Center

    Friel, John A.; Howard, Suzanne H.

    1981-01-01

    Trends in podiatric medical education are discussed, including accredited and approved programs, college enrollments, women student enrollment, ethnic minority enrollment, states providing the largest numbers of first-year students, residency education in podiatric medicine, tuition, and financial aid. (MLW)

  20. Pain management experience at a central Taiwan medical center.

    PubMed

    Tsao, Shao-Lun; Hsieh, Yi-Jer

    2015-06-01

    Pain management is typically more developed in western countries compared to Asia. From the accreditation standard of the Joint Commission International (JCI), there is a broad scope for pain management. In 2008, our medical center established the pain management policy, and the goal is to be a pain-free medical facility. The Framework of Pain Management Policy including: 1. the rights of patients and family members 2. Employee education 3. Assessment of pain (screening, evaluating, monitoring) 4. Patient care of pain. After implementation of pain management program, the compliance of pain assessment, the analysis of pain score before and after pain management and the analysis of Pain Management Index (PMI), all showed improvement in pain management program. The consumption of opioids usage steadily increased from 2010 to 2014. The success of our pain management program implementation could be attributed to the clear pain management policy, the firm support of higher leadership, the cooperation of IT department, and the quality control.

  1. Medication therapy management services: definitions and outcomes.

    PubMed

    Pellegrino, Annette N; Martin, Michelle T; Tilton, Jessica J; Touchette, Daniel R

    2009-01-01

    In the US, the Medicare Modernization Act of 2003 required that Medicare Part D insurers provide medication therapy management (MTM) services (MTMS) to selected beneficiaries, with the goals of providing education, improving adherence, or detecting adverse drug events and medication misuse. These broad goals and variety in MTM programmes available make assessment of these programmes difficult. The objectives of this article are to review the definitions of MTMS proposed by various stakeholders, and to summarize and evaluate the outcomes of MTMS consistent with those that may be offered in Medicare Part D or reimbursed by State Medicaid programmes. MTM programmes are approved by the Centers for Medicare and Medicaid Services (CMS). Pharmacy, medical and insurance organizations have provided guidelines and definitions for MTM programmes, distinguishing them from other types of community pharmacy activities. MTM has been distinguished from disease state management because of the focus on medications and multiple conditions. It differs from patient counselling because it is delivered independent of dispensing and involves collaboration with patients and providers. There is no consensus on the recommended mode of delivery (i.e. face-to-face or by telephone) for MTM. A MEDLINE search was conducted to identify articles published after 2000 using the search terms 'medication therapy management' and 'medication management'. Studies with outcomes evaluating community-based programmes consistent with MTMS, regardless of MTMS reimbursement source, were included in the review. Seven publications describing four MTMS were identified. For each of the identified articles, we describe the study design, service setting, inclusion criteria and outcomes. An additional three surveys describing multiple MTMS were identified and are summarized. Finally, ongoing efforts by CMS to evaluate the success of MTMS in the US are described. To date, there are limited outcomes available for MTMS

  2. Evaluating ethics competence in medical education.

    PubMed Central

    Savulescu, J; Crisp, R; Fulford, K W; Hope, T

    1999-01-01

    We critically evaluate the ways in which competence in medical ethics has been evaluated. We report the initial stage in the development of a relevant, reliable and valid instrument to evaluate core critical thinking skills in medical ethics. This instrument can be used to evaluate the impact of medical ethics education programmes and to assess whether medical students have achieved a satisfactory level of performance of core skills and knowledge in medical ethics, within and across institutions. PMID:10536759

  3. Future directions in reptile medical education.

    PubMed

    Jacobson, Elliott; Heard, Darryl; Isaza, Ramiro

    2006-01-01

    Reptile medicine has emerged as a specialty area within the broader field of zoological medicine. It encompasses the medical needs of approximately 7,500 vertebrate species. This vertebrate class is highly diversified, having biological and medical peculiarities that differ both between and within major groups. Historically, veterinarians who have become recognized specialists with reptiles have had limited formal training in their medical management. The pet reptile trade is a multi-million-dollar business, and the popularity of reptiles as pets has resulted in a need for more veterinarians with training in their medical management. While few private practices have high volumes of reptile cases, many small-animal practices will have the opportunity to see a significant number of reptiles on an annual basis. Most practitioners with reptile medical expertise have merged their experiences as reptile pet owners with the principles of veterinary medicine taught in veterinary college. Several North American veterinary colleges have reptile medicine courses, and most have didactic and clinical courses in exotic and zoo animal medicine that include lectures and practical experience. Most accredited zoological medicine residency training programs include training in reptile medicine. The case load and interest in reptile medicine will probably never be sufficient to lead the average veterinary college to develop much more than what is currently offered. Consequently, those few colleges having more extensive course offerings, both didactic and clinical, will serve as educational centers for this discipline. Future Web-based teaching programs in reptile medicine will allow students nationally and internationally to have access to instructional material that can be continually updated.

  4. Continuing medical education: the paradigm is changing.

    PubMed

    Manning, P R; DeBakey, L

    2001-01-01

    With the realization that lifelong learning is more than attending conferences, the potential for greatly expanding effective continuing medical education (CME) has never been more encouraging. Databases from groups and individual managed care practices and advances in information technology are providing major opportunities toward this goal by identifying specific information deficits and promoting practice-linked education. The National Committee for Quality Assurance (NCQA) standards, requiring audited Health Plan Employer Data and Information Set (HEDIS) reports, are a step forward in the development of CME linked closely to practice. The optimal educational use of practice data to improve clinical outcomes will require research to determine the best methods. HEDIS standards will probably continue to deal with common problems of omission rather than with those caused by physicians' lack of knowledge, which will require other approaches. Development of these methods will provide rich opportunities for demonstration studies. The spectacular advances in information technology, especially the almost limitless capabilities of the Internet and electronic mail, offer boundless possibilities of information sources and enhanced communication among physicians about puzzling patients. The further implementation of the electronic medical record with computerized reminders and other clinical information delivered at the point of need will trigger major advances. An appealing user-friendly, practice-linked, and self-directed CME is on the horizon, promising to help the practicing physician optimize patient care.

  5. Research priorities in medical education: A national study

    PubMed Central

    Tootoonchi, Mina; Yamani, Nikoo; Changiz, Tahereh; Yousefy, Alireza

    2012-01-01

    BACKGROUND: One preliminary step to strengthen medical education research would be determining the research priorities. The aim of this study was to determine the research priorities of medical education in Iran in 2007-2008. METHODS: This descriptive study was carried out in two phases. Phase one was performed in 3 stages and used Delphi technique among academic staffs of Isfahan University of Medical Sciences. The three stages included a brainstorming workshop for 140 faculty members and educational experts resulting in a list of research priorities, then, in the second and third stages 99 and 76 questionnaires were distributed among faculty members. In the second phase, the final questionnaires were mailed to educational research center managers of universities type I, II and III, and were distributed among 311 academic members and educational experts to rate the items on a numerical scale ranging from 1 to 10. RESULTS: The most important research priorities included faculty members’ development methods, faculty members’ motives, satisfaction and welfare, criteria and procedures of faculty members’ promotion, teaching methods and learning techniques, job descriptions and professional skills of graduates, quality management in education, second language, clinical education, science production in medicine, faculty evaluation and information technology. CONCLUSIONS: This study shows the medial education research priorities in national level and in different types of medical universities in Iran. It is recommended that faculty members and research administrators consider the needs and requirements of education and plan the researches in education according to these priorities. PMID:23248661

  6. Globalization of Management Education

    ERIC Educational Resources Information Center

    Bruner, Robert F.; Iannarelli, Juliane

    2011-01-01

    A new study, sponsored by the Association to Advance Collegiate Schools of Business, presented a comprehensive new perspective on the globalization of management education, (AACSB International, 2011). Its findings are sobering: with regard to emerging global trends in higher education and cross-border business, the report reveals a sizable gap…

  7. Undergraduate Rural Medical Education Program Development: Focus Group Consultation with the NRHA Rural Medical Educators Group

    ERIC Educational Resources Information Center

    Downey, Laura H.; Wheat, John R.; Leeper, James D.; Florence, Joseph A.; Boulger, James G.; Hunsaker, Matt L.

    2011-01-01

    Context: Over a decade ago, leaders in rural medical education established the Rural Medical Educators (RME) Group, an interest group within the National Rural Health Association, to support faculty in rural medical education programs. This group has convened an annual RME conclave since 2006. In 2008, this conclave convened 15 national leaders in…

  8. Challenges and Opportunities Facing Medical Education

    PubMed Central

    Densen, Peter

    2011-01-01

    Medical education is at a crossroads. Although unique features exist at the undergraduate, graduate, and continuing education levels, shared aspects of all three levels are especially revealing, and form the basis for informed decision-making about the future of medical education. This paper describes some of the internal and external challenges confronting undergraduate medical education. Key internal challenges include the focus on disease to the relative exclusion of behavior, inpatient versus outpatient education, and implications of a faculty whose research is highly focused at the molecular or submolecular level. External factors include the exponential growth in knowledge, associated technologic (“disruptive”) innovations, and societal changes. Addressing these challenges requires decisive institutional leadership with an eye to 2020 and beyond—the period in which current matriculants will begin their careers. This paper presents a spiral-model format for a curriculum of medical education, based on disease mechanisms, that addresses many of these challenges and incorporates sound educational principles. PMID:21686208

  9. Medical decision making and medical education: challenges and opportunities.

    PubMed

    Schwartz, Alan

    2011-01-01

    The Flexner Report highlighted the importance of teaching medical students to reason about uncertainty. The science of medical decision making seeks to explain how medical judgments and decisions ought ideally to be made, how they are actually made in practice, and how they can be improved, given the constraints of medical practice. The field considers both clinical decisions by or for individual patients and societal decisions designed to benefit the public. Despite the relevance of decision making to medical practice, it currently receives little formal attention in the U.S. medical school curriculum. This article suggests three roles for medical decision making in medical education. First, basic decision science would be a valuable prerequisite to medical training. Second, several decision-related competencies would be important outcomes of medical education; these include the physician's own decision skills, the ability to guide patients in shared decisions, and knowledge of health policy decisions at the societal level. Finally, decision making could serve as a unifying principle in the design of the medical curriculum, integrating other curricular content around the need to create physicians who are competent and caring decision makers.

  10. The medical school Web site: medical education's newest tool.

    PubMed

    Goldenberg, D; Beyar, R

    2000-10-01

    There are few technological advancements that have had as much impact on the dissemination of information as the Internet, and especially the worldwide web. It is not surprising then that this tool is also changing the way medicine is studied, taught and practiced today. This impressive infrastructure enables us to teach and study medicine in an entirely different way. The web provides medical students and physicians with access to continuing medical education, patient education services, telemedicine, and unparalleled communication between colleagues via email. The medical school web site may be used as a dynamic newspaper or bulletin board to disseminate information internally among the faculty as well as to the outside world. It can also be the vehicle for virtual learning modules that enhance the medical school core curriculum by including lectures, exercises, tests, etc. In addition, the web allows the student access to medical literature, medical software applications and medical resource depots. To date no work has been published on the medical school web site, its construction process, and its advantages, drawbacks and future. The purpose of this article is to examine the evolution of the web as a tool for medical schools, medical students and associated physicians. We discuss the building of a web site for a medical faculty, and look to the future.

  11. The Impact of the Clinical Medical Librarian on Medical Education.

    ERIC Educational Resources Information Center

    Sarkis, Jeanne; Hamburger, Stephen

    1981-01-01

    A University of Missouri-Kansas City School of Medicine team approach is described that combines the knowledge and skills of the physician, nurse, clinical pharmacist, clinical medical librarian, etc., into a cooperative unit to provide health education and health care delivery. The impact of the clinical medical librarian is discussed. (MLW)

  12. The Role of Medical Museums in Contemporary Medical Education

    ERIC Educational Resources Information Center

    Marreez, Yehia M. A-H.; Willems, Luuk N. A.; Wells, Michael R.

    2010-01-01

    From the early 19th century until the most recent two decades, open-space and satellite museums featuring anatomy and pathology collections (collectively referred to as "medical museums") had leading roles in medical education. However, many factors have caused these roles to diminish dramatically in recent years. Chief among these are the great…

  13. Effectiveness of continuing medical education.

    PubMed Central

    Marinopoulos, Spyridon S; Dorman, Todd; Ratanawongsa, Neda; Wilson, Lisa M; Ashar, Bimal H; Magaziner, Jeffrey L; Miller, Redonda G; Thomas, Patricia A; Prokopowicz, Gregory P; Qayyum, Rehan; Bass, Eric B

    2007-01-01

    OBJECTIVES Despite the broad range of continuing medical education (CME) offerings aimed at educating practicing physicians through the provision of up-to-date clinical information, physicians commonly overuse, under-use, and misuse therapeutic and diagnostic interventions. It has been suggested that the ineffective nature of CME either accounts for the discrepancy between evidence and practice or at a minimum contributes to this gap. Understanding what CME tools and techniques are most effective in disseminating and retaining medical knowledge is critical to improving CME and thus diminishing the gap between evidence and practice. The purpose of this review was to comprehensively and systematically synthesize evidence regarding the effectiveness of CME and differing instructional designs in terms of knowledge, attitudes, skills, practice behavior, and clinical practice outcomes. REVIEW METHODS We formulated specific questions with input from external experts and representatives of the Agency for Healthcare Research and Quality (AHRQ) and the American College of Chest Physicians (ACCP) which nominated this topic. We systematically searched the literature using specific eligibility criteria, hand searching of selected journals, and electronic databases including: MEDLINE, EMBASE, the Cochrane Database of Systematic Reviews, The Cochrane Central Register of Controlled Trials (CENTRAL), the Cochrane Database of Abstracts of Reviews of Effects (DARE), PsycINFO, and the Educational Resource Information Center (ERIC). Two independent reviewers conducted title scans, abstract reviews, and then full article reviews to identify eligible articles. Each eligible article underwent double review for data abstraction and assessment of study quality. RESULTS Of the 68,000 citations identified by literature searching, 136 articles and 9 systematic reviews ultimately met our eligibility criteria. The overall quality of the literature was low and consequently firm conclusions were

  14. Recommendations of the International Medical Informatics Association (IMIA) on education in health and medical informatics.

    PubMed

    2000-08-01

    The International Medical Informatics Association (IMIA) agreed on international recommendations in health informatics/medical informatics education. These should help to establish courses, course tracks or even complete programs in this field, to further develop existing educational activities in the various nations and to support international initiatives concerning education in health and medical informatics (HMI), particularly international activities in educating HMI specialists and the sharing of courseware. The IMIA recommendations centre on educational needs for healthcare professionals to acquire knowledge and skills in information processing and information and communication technology. The educational needs are described as a three-dimensional framework. The dimensions are: 1) professionals in healthcare (physicians, nurses, HMI professionals, ...), 2) type of specialisation in health and medical informatics (IT users, HMI specialists) and 3) stage of career progression (bachelor, master, ...). Learning outcomes are defined in terms of knowledge and practical skills for healthcare professionals in their role (a) as IT user and (b) as HMI specialist. Recommendations are given for courses/course tracks in HMI as part of educational programs in medicine, nursing, healthcare management, dentistry, pharmacy, public health, health record administration, and informatics/computer science as well as for dedicated programs in HMI (with bachelor, master or doctor degree). To support education in HMI, IMIA offers to award a certificate for high quality HMI education and supports information exchange on programs and courses in HMI through a WWW server of its Working Group on Health and Medical Informatics Education (http:www.imia.org/wg1). PMID:10992757

  15. Managing Mandated Educational Change

    ERIC Educational Resources Information Center

    Clement, Jennifer

    2014-01-01

    This paper explores teachers' perspectives on the management of mandated educational change in order to understand how it may be managed more effectively. A case study of teachers' responses to the introduction of a quality teaching initiative in two New South Wales schools found that while some teachers described the strong negative…

  16. Nutritional Assessment: Its Significance in Medical Education.

    ERIC Educational Resources Information Center

    Ozerol, Nail H.

    1982-01-01

    Medical educators must make every effort to achieve an adequate level of nutrition education for all health professionals. Medical schools should adopt a basic, required curriculum including biochemical and physiological aspects of nutrients, a clinical nutrition program for prevention of health hazards, and a course in nutritional assessment.…

  17. Child Psychiatry Curricula in Undergraduate Medical Education

    ERIC Educational Resources Information Center

    Sawyer, Michael Gifford; Giesen, Femke; Walter, Garry

    2008-01-01

    A study to review the amount of time devoted to child psychiatry in undergraduate medical education is conducted. Results conclude that relatively low priority is given to child psychiatry in medical education with suggestions for international teaching standards on the subject.

  18. Development of Medical Education in China.

    ERIC Educational Resources Information Center

    Yizhong, Deng

    1990-01-01

    A review of the modern history of China's medical education chronicles the introduction of Western-style training in the late nineteenth century and the shift to modern medical education after 1950. The latter period is divided into periods of reorganization and development (1950-65), arrest and decline (1966-76), and renaissance and expansion…

  19. The Medicalization of Education: A Historiographic Synthesis

    ERIC Educational Resources Information Center

    Petrina, Stephen

    2006-01-01

    In this article, the author described eight, distinct practices through which schools were medicalized during the last decade of the 19th century and the first three decades of the 20th century. The medicalization of education was summarized in expanding definitions of educational hygiene, encompassing mental, neoscholastic, physical, and school…

  20. Lived Experiences of Educational Leaders in Iranian Medical Education System: A Qualitative Study

    PubMed Central

    Sohrabi, Zohreh; Kheirkhah, Masoomeh; Vanaki, Zohreh; Arabshahi, Kamran Soltani; Farshad, Mohammad Mahdi; Farshad, Fatemeh; Farahani, Mansoureh Ashgale

    2016-01-01

    Introduction: High quality educational systems are necessary for sustainable development and responding to the needs of society. In the recent decades, concerns have increased on the quality of education and competency of graduates. Since graduates of medical education are directly involved with the health of society, the quality of this system is of high importance. Investigation in the lived experience of educational leaders in the medical education systems can help to promote its quality. The present research examines this issue in Iran. Methodology: The study was done using content-analysis qualitative approach and semi-structured interviews. The participants included 26 authorities including university chancellors and vice-chancellors, ministry heads and deputies, deans of medical and basic sciences departments, education expert, graduates, and students of medical fields. Sampling was done using purposive snowball method. Data were analyzed using conventional content analysis. Findings: Five main categories and 14 sub-categories were extracted from data analysis including: quantity-orientation, ambiguity in the trainings, unsuitable educational environment, personalization of the educational management, and ineffective interpersonal relationship. The final theme was identified as “Education in shadow”. Conclusion: Personalization and inclusion of personal preferences in management styles, lack of suitable grounds, ambiguity in the structure and process of education has pushed medical education toward shadows and it is not the first priority; this can lead to incompetency of medical science graduates. PMID:26925915

  1. Undergraduate medical education: looking back, looking forward.

    PubMed

    Morrison, Jill

    2015-11-01

    This commentary briefly looks at some history of Medical Education in Scotland with a focus on the last two decades since the publication of 'Tomorrow's Doctors' by the General Medical Council in 1993. The current influences on Scottish Medical Education are discussed, and some of the advantages provided by technology are described. The piece concludes by emphasising the current strengths of Scottish Medical Education, which are learning from contact with patients and good clinical role models, to help students make sense of their clinical experience.

  2. Building Faculty Community: Fellowship in Graduate Medical Education Administration

    PubMed Central

    Edler, Alice A.; Dohn, Ann; Davidson, Heather A.; Grewal, Daisy; Behravesh, Bardia; Piro, Nancy

    2009-01-01

    Introduction The Department of Graduate Medical Education at Stanford Hospital and Clinics has developed a professional training program for program directors. This paper outlines the goals, structure, and expected outcomes for the one-year Fellowship in Graduate Medical Education Administration program. Background The skills necessary for leading a successful Accreditation Council for Graduate Medical Education (ACGME) training program require an increased level of curricular and administrative expertise. To meet the ACGME Outcome Project goals, program directors must demonstrate not only sophisticated understanding of curricular design but also competency-based performance assessment, resource management, and employment law. Few faculty-development efforts adequately address the complexities of educational administration. As part of an institutional-needs assessment, 41% of Stanford program directors indicated that they wanted more training from the Department of Graduate Medical Education. Intervention To address this need, the Fellowship in Graduate Medical Education Administration program will provide a curriculum that includes (1) readings and discussions in 9 topic areas, (2) regular mentoring by the director of Graduate Medical Education (GME), (3) completion of a service project that helps improve GME across the institution, and (4) completion of an individual scholarly project that focuses on education. Results The first fellow was accepted during the 2008–2009 academic year. Outcomes for the project include presentation of a project at a national meeting, internal workshops geared towards disseminating learning to peer program directors, and the completion of a GME service project. The paper also discusses lessons learned for improving the program. PMID:21975722

  3. Accreditation of Allied Medical Education Programs.

    ERIC Educational Resources Information Center

    American Medical Association, Chicago, IL. Council on Medical Education.

    Prepared by the Council on Medical Education of the American Medical Association with the cooperation of collaborating organizations, this document is a collection of guidelines for accredited programs for medical assistants, nuclear medicine technology, orthopedic assistants, radiation therapy technology, and radiologic technologists. The…

  4. Medical Students' Affirmation of Ethics Education

    ERIC Educational Resources Information Center

    Lehrmann, Jon A.; Hoop, Jinger; Hammond, Katherine Green; Roberts, Laura Weiss

    2009-01-01

    Objective: Despite the acknowledged importance of ethics education in medical school, little empirical work has been done to assess the needs and preferences of medical students regarding ethics curricula. Methods: Eighty-three medical students at the University of New Mexico participated in a self-administered written survey including 41 scaled…

  5. Alcohol and Drug Abuse in Medical Education.

    ERIC Educational Resources Information Center

    Galanter, Marc, Ed.

    This book presents the state of the art of American medical education in alcohol and drug abuse, and is the culmination of a four-year collaborative effort among the medical school faculty of the Career Teacher Program in Alcohol and Drug Abuse. The first part contains reports, curricula, and survey data prepared for the medical education…

  6. Medical education and health care in Uganda.

    PubMed

    Kiely, J M

    1980-10-01

    Health care and medical education in Uganda, once the best in Black Africa, have been adversely affected by the economic, political, and social upheavals in this developing country during the past decade. Crop failures, inadequate public health measures, shortage of medical equipment and essential drugs, and lack of sufficient medical school faculty have resulted in a major crisis. Substantial aid from the medical profession in developed countries will be necessary to help restore medical practice and education to the level present before the regime of Idi Amin.

  7. Cultivating Medical Education Research Mentorship as a Pathway Towards High Quality Medical Education Research.

    PubMed

    Blanchard, Rebecca D; Visintainer, Paul F; La Rochelle, Jeffrey

    2015-09-01

    The lack of effective and consistent research mentorship and research mentor training in both undergraduate medical education (UME) and graduate medical education (GME) is a critical constraint on the development of innovative and high quality medical education research. Clinical research mentors are often not familiar with the nuances and context of conducting education research. Clinician-educators, meanwhile, often lack the skills in developing and conducting rigorous research. Mentors who are not prepared to articulate potential scholarship pathways for their mentees risk limiting the mentee's progress in early stages of their career. In fact, the relative paucity of experienced medical education research mentors arguably contributes to the perpetuation of a cycle leading to fewer well-trained researchers in medical education, a lack of high quality medical education research, and relative stagnation in medical education innovation. There is a path forward, however. Integration of doctoral-level educators, structured inter-departmental efforts, and external mentorship provide opportunities for faculty to gain traction in their medical education research efforts. An investment in medical education research mentors will ensure rigorous research for high quality innovation in medical education and patient care.

  8. The role of medical museums in contemporary medical education.

    PubMed

    Marreez, Yehia M A-H; Willems, Luuk N A; Wells, Michael R

    2010-01-01

    From the early 19th century until the most recent two decades, open-space and satellite museums featuring anatomy and pathology collections (collectively referred to as "medical museums") had leading roles in medical education. However, many factors have caused these roles to diminish dramatically in recent years. Chief among these are the great advances in information technology and web-based learning that are currently at play in every level of medical training. Some medical schools have abandoned their museums while others have gradually given away their museums' contents to devote former museum space to new classrooms, lecture halls, and laboratories. These trends have accelerated as medical school enrollment has increased and as increasing interest in biological and biomedical research activities have caused medical schools to convert museum space into research facilities. A few medical schools, however, have considered the contents of their museums as irreplaceable resources for modern medicine and medical education and the space these occupy as great environments for independent and self-directed learning. Consequently, some medical schools have updated their medical museums and equipped them with new technologies. The Anatomical Museum of Leiden University Medical Center in The Netherlands and the Medical Museum of Kawasaki Medical School in Kurashiki, Okayama, Japan, are two examples of such upgraded museums. Student surveys at Leiden University have indicated that all students (100%) found audio-guided museum tours to be useful for learning and majorities of them found guided tours to be clinically relevant (87%). However, 69% of students felt that museum visits should be optional rather than compulsory within the medical training curriculum.

  9. Transforming Medical Education: Is Competency-Based Medical Education the Right Approach?

    PubMed

    Whitcomb, Michael E

    2016-05-01

    There is growing recognition within the medical education community that medical education in this country needs to be changed to better prepare doctors for the challenges they will face in providing their patients high-quality medical care. A competency-based medical education (CBME) approach was endorsed by the Accreditation Council for Graduate Medical Education and the American Board of Medical Specialties approximately 15 years ago, and a self-designated group-the International Competency-Based Medical Education (ICBME) Collaborators-is now calling on members of the medical education community to join them in their effort to establish CBME as the approach to be used in transforming medical education, not only in the United States but also around the world.In response to an article in this issue by a group of ICBME Collaborators, the author argues that more evidence about the effectiveness of CBME is needed before a global shift to this approach is undertaken. It is time for major organizations and foundations that are committed to improving medical education to step forward and take the lead in partnering with the medical education community to conduct a critical evaluation of CBME. In addition, maintenance of certification, relicensure, and continuing medical education programs should be evaluated for their effectiveness in ensuring that physicians are clinically competent not only at the beginning of their career but also until the end.

  10. A Review of Medical Education and Medical Informatics.

    ERIC Educational Resources Information Center

    Haynes, R. Brian; And Others

    1989-01-01

    Information technology may help physicians to manage information more effectively through more accessible clinical indexes, databases of diagnostic test characteristics, computerized audits of clinical activities, on-line access to medical literature, etc. Medical informatics, a new discipline dedicated to the solution of information problems in…

  11. [A medical consumable material management information system].

    PubMed

    Tang, Guoping; Hu, Liang

    2014-05-01

    Medical consumables material is essential supplies to carry out medical work, which has a wide range of varieties and a large amount of usage. How to manage it feasibly and efficiently that has been a topic of concern to everyone. This article discussed about how to design a medical consumable material management information system that has a set of standardized processes, bring together medical supplies administrator, suppliers and clinical departments. Advanced management mode, enterprise resource planning (ERP) applied to the whole system design process. PMID:25241525

  12. Medical management principles for radiation accidents.

    PubMed

    Meineke, Viktor; van Beuningen, Dirk; Sohns, Torsten; Fliedner, Theodor M

    2003-03-01

    The medical management of radiation accidents requires intensive planning and action. This article looks at the medical management of recent radiation accidents to derive principles for structuring and organizing the treatment of patients who may have radiation-induced health impairments. Although the radiation accidents in Tokai-mura, Japan and Lilo, Georgia were small-scale accidents, they illustrate important and characteristic symptoms and clinical developments. There are lessons to be learned and conclusions to be drawn for the military medical officers concerned with problems of medical management after radiation accidents.

  13. Supporting medical education research quality: the Association of American Medical Colleges' Medical Education Research Certificate program.

    PubMed

    Gruppen, Larry D; Yoder, Ernie; Frye, Ann; Perkowski, Linda C; Mavis, Brian

    2011-01-01

    The quality of the medical education research (MER) reported in the literature has been frequently criticized. Numerous reasons have been provided for these shortcomings, including the level of research training and experience of many medical school faculty. The faculty development required to improve MER can take various forms. This article describes the Medical Education Research Certificate (MERC) program, a national faculty development program that focuses exclusively on MER. Sponsored by the Association of American Medical Colleges and led by a committee of established medical education researchers from across the United States, the MERC program is built on a set of 11 interactive workshops offered at various times and places across the United States. MERC participants can customize the program by selecting six workshops from this set to fulfill requirements for certification. This article describes the history, operations, current organization, and evaluation of the program. Key elements of the program's success include alignment of program content and focus with needs identified by prospective users, flexibility in program organization and logistics to fit participant schedules, an emphasis on practical application of MER principles in the context of the participants' activities and interests, consistency in program content and format to ensure standards of quality, and a sustainable financial model. The relationship between the national MERC program and local faculty development initiatives is also described. The success of the MERC program suggests that it may be a possible model for nationally disseminated faculty development programs in other domains.

  14. Education in Medical Biochemistry in Serbia

    PubMed Central

    2010-01-01

    Medical biochemistry is the usual name for clinical biochemistry or clinical chemistry in Serbia. Medical biochemistry laboratories and medical biochemists as a profession are part of Health Care System and are regulated through: the Health Care Law and rules issued by the Chamber of Medical Biochemists of Serbia. The first continuous and organized education for Medical Biochemists in Serbia dates from 1945, when Department of Medical Biochemistry was established at Pharmaceutical Faculty in Belgrade. In 1987 at the same Faculty a five years undergraduate branch was established, educating Medical Biochemists under a special program. Since 2006 the new five year undergraduate (according to Bologna Declaration) and postgraduate program of four-year specialization according to EC4 European Syllabus for Post-Graduate Training in Clinical Chemistry and Laboratory Medicine has been established. The Ministry of Education and Ministry of Public Health accredits the programs. There are four requirements for practicing medical biochemistry in the Health Care System: University Diploma of the Faculty of Pharmacy (Medical Biochemistry), successful completion of the profession exam at the Ministry of Health after completion of one additional year of obligatory practical training in medical laboratories, membership in the Serbian Chamber of Medical Biochemists and licence for skilled work issued by Serbian Chamber of Medical Biochemists.

  15. Developing virtual patients for medical microbiology education.

    PubMed

    McCarthy, David; O'Gorman, Ciaran; Gormley, Gerry J

    2013-12-01

    The landscape of medical education is changing as students embrace the accessibility and interactivity of e-learning. Virtual patients are e-learning resources that may be used to advance microbiology education. Although the development of virtual patients has been widely considered, here we aim to provide a coherent approach for clinical educators.

  16. Reflections on Experimental Research in Medical Education

    ERIC Educational Resources Information Center

    Cook, David A.; Beckman, Thomas J.

    2010-01-01

    As medical education research advances, it is important that education researchers employ rigorous methods for conducting and reporting their investigations. In this article we discuss several important yet oft neglected issues in designing experimental research in education. First, randomization controls for only a subset of possible confounders.…

  17. [The importance of Internet in medical education].

    PubMed

    Pandza, H; Masić, I; Knezević, Z

    1999-01-01

    Internet is more and more involved in medical education in many countries including Bosnia and Herzegovina. Not only medical student but also physicians are using Internet to find out the latest information in specific field of medicine. Some sites are specially designed to be used for medical education. Information about some programs or courses of medical education can be found here. Improvements of network resources and multimedia technologies have made it possible to satisfy needs for medical Education. Multimedia approach offer possibility to show text, picture, sound or movie considering specific need. All of that is available on Internet. Many search engine are available in the world and student can use all of them when they have access to Internet. The more precise search can be done on specific sites that include information about medical conditions and medical education. The most important is MEDLINE. MEDLINE is bibliographic database of National Library Of Medicine in USA. This database can be explored from several sites. All relevant information about article can be find here including abstract and service to obtain full text of specific article. Database can be searched using specific keywords that can be find in text or in MESH thesaurus. Data about authors, their addresses and title of article can be found, too. The possibility of using Internet in medical education are considered in this article. Some of Internet sites are described, too.

  18. [Challenges of basical sciences in medical education].

    PubMed

    Rodríguez Carranza, Rodolfo

    2014-12-01

    The relevance of basic sciences in medical education has been recognized for centuries, and the importance of exposing medical students to science was acknowledged and reinforced by the recommendations of Flexner in 1910. Since then, traditional medical education has been divided into preclinical and clinical subjects; within this scheme, the first terms of undergraduate medical education usually concentrate on basic sciences, while subsequent ones focus on clinical sciences and clinical training. Since 1956, this educational scheme has been questioned and, in some schools, the medical curriculum has undergone significant structural changes; some of these reforms, especially integrated curricula, are associated with important reductions in the time allotted to individual basic science courses or even with their removal. The removal of basic science subjects from the medical curriculum is paradoxical because nowadays the value of biomedical knowledge and the scientific reasoning to make medical decisions is more appreciated than ever. To maintain its relevance in medical education, basic sciences have to confront three challenges: a) increasing its presence in clinical education; b) developing nuclear programs; and c) renewing laboratory instruction. PMID:25643888

  19. Medical Library Education in China.

    ERIC Educational Resources Information Center

    Crawford, David S.; Xiong, Dizhi

    1990-01-01

    The establishment of faculties of medical library and information science in four Chinese national medical universities is described. The faculties were established in the mid-1980s, and each is fully integrated into its university. Students receive three years of nonclinical medical training and two years of library and information science…

  20. Social marketing: application to medical education.

    PubMed

    David, S P; Greer, D S

    2001-01-16

    Medical education is often a frustrating endeavor, particularly when it attempts to change practice behavior. Traditional lecture-based educational methods are limited in their ability to sustain concentration and interest and to promote learner adherence to best-practice guidelines. Marketing techniques have been very effective in changing consumer behavior and physician behavior. However, the techniques of social marketing-goal identification, audience segmentation, and market research-have not been harnessed and applied to medical education. Social marketing can be applied to medical education in the effort to go beyond inoculation of learners with information and actually change behaviors. The tremendous potential of social marketing for medical education should be pilot-tested and systematically evaluated.

  1. Sophistry, the Sophists and modern medical education.

    PubMed

    Macsuibhne, S P

    2010-01-01

    The term 'sophist' has become a term of intellectual abuse in both general discourse and that of educational theory. However the actual thought of the fifth century BC Athenian-based philosophers who were the original Sophists was very different from the caricature. In this essay, I draw parallels between trends in modern medical educational practice and the thought of the Sophists. Specific areas discussed are the professionalisation of medical education, the teaching of higher-order characterological attributes such as personal development skills, and evidence-based medical education. Using the specific example of the Sophist Protagoras, it is argued that the Sophists were precursors of philosophical approaches and practices of enquiry underlying modern medical education.

  2. Medical education in Albania: Challenges and opportunities.

    PubMed

    Turkeshi, Eralda

    2011-01-01

    Albania is a small south-eastern European country still recovering from almost half a century of a fierce communist regime. While major reform and support have focused on healthcare and higher education (HE) in the past decade, there have not been major attempts to improve medical education. The time is now ready for medical education improvements created by increasing internal and external pressures as Albania aims to align its HE with the European Union standards and adapts the Bologna system. This article presents a summary of the current status of undergraduate, postgraduate and continuous medical education in Albania and suggests opportunities for development and partnerships that would help the country's medical education reform.

  3. Medical management of Captured Persons.

    PubMed

    Simpson, Robin G; Wilson, D; Tuck, J J

    2014-03-01

    In most conflicts there is the potential that there will be Captured Persons (CPERS) whose medical care is the responsibility of the capturing army. The standard of this care should be to the same standard as that afforded to one's own troops. However the medical practicalities of maintaining such standards can be difficult. This article reviews the practicalities of the medical care of CPERS as part of the UK deployment in Afghanistan on Operation HERRICK. PMID:24125800

  4. Modelling empathy in medical and nursing education.

    PubMed

    Malpas, Phillipa J; Corbett, Andrea

    2012-03-30

    Medical and nursing student numbers are expected to increase significantly in NZ over the next few years. The ethical, and professional and clinical skills' training of trainee health practitioners is a central and crucial component in medical and nursing education and is underpinned by a strong commitment to improve patient health and well being. In this discussion we reflect on the virtue of empathy and the importance of role modelling in the education of nurses and doctors. We endorse the claim that as medical educators, how and what we teach matters.

  5. A Review of the Medical Education Literature for Graduate Medical Education Teachers

    PubMed Central

    Locke, Kenneth A.; Bates, Carol K.; Karani, Reena; Chheda, Shobhina G.

    2013-01-01

    Background A rapidly evolving body of literature in medical education can impact the practice of clinical educators in graduate medical education. Objective To aggregate studies published in the medical education literature in 2011 to provide teachers in general internal medicine with an overview of the current, relevant medical education literature. Review We systematically searched major medical education journals and the general clinical literature for medical education studies with sound design and relevance to the educational practice of graduate medical education teachers. We chose 12 studies, grouped into themes, using a consensus method, and critiqued these studies. Results Four themes emerged. They encompass (1) learner assessment, (2) duty hour limits and teaching in the inpatient setting, (3) innovations in teaching, and (4) learner distress. With each article we also present recommendations for how readers may use them as resources to update their clinical teaching. While we sought to identify the studies with the highest quality and greatest relevance to educators, limitation of the studies selected include their single-site and small sample nature, and the frequent lack of objective measures of outcomes. These limitations are shared with the larger body of medical education literature. Conclusions The themes and the recommendations for how to incorporate this information into clinical teaching have the potential to inform the educational practice of general internist educators as well as that of teachers in other specialties. PMID:24404262

  6. Unique medical education programs at Nippon Medical School.

    PubMed

    Shimura, Toshiro; Yoshimura, Akinobu; Saito, Takuya; Aso, Ryoko

    2008-08-01

    In an attempt to improve the content of the educational programs offered by Nippon Medical School and to better prepare our students to work in the rapidly changing world of medicine, the school has recently revamped its teaching methodology. Particular emphasis has been placed on 1) simulator-based education involving the evaluation of students and residents in a new clinical simulation laboratory; 2) improving communication skills with the extensive help of simulated patients; 3) improving medical English education; 4) providing early clinical exposure with a one-week clinical nursing program for the first year students to increase student motivation at an early stage in their studies; 5) a new program called Novel Medical Science, which aims to introduce first-year students to the schools fundamental educational philosophy and thereby increase their motivation to become ideal physicians. The programs have been designed in line with 2006 guidelines issued by the Ministry of Education, Culture, Sports, Science and Technology to allow flexibility for students to take part in education outside their own departments and year groups as part of the Ministry's program to encourage distinctive education at Japanese universities.

  7. Medication information management: capturing multiprofessional perspective.

    PubMed

    Luukkonen, Irmeli; Mykkänen, Juha; Kivekäs, Eija; Saranto, Kaija

    2014-01-01

    Medication information management (MIM) is a crucial activity for good quality of medication, but unfortunately not without problems. In order to improve medication information management the core activity of medication as a cooperative activity is to be studied as a whole, and the multiprofessional viewpoint for the improvement needs must be captured. In this paper we present our approach to gain such shared understanding, based on our regional development project experiences in Northern Savonia, Finland. The central features of the approach include thematic interviews supported by activity-driven models and a workshop with professionally mixed groups. Participants agreed strongly on the usefulness of the approach.

  8. Learning the law: practical proposals for UK medical education.

    PubMed

    Margetts, J K

    2016-02-01

    Ongoing serious breaches in medical professionalism might be avoided if UK doctors rethink their approach to law. UK medical education has a role in creating a climate of change by re-examining how law is taught to medical students. Adopting a more insightful approach in the UK to the impact of The Human Rights Act and learning to manipulate legal concepts, such as conflict of interest, need to be taught to medical students now if UK doctors are to manage complex decision-making in the NHS of the future. The literature is reviewed from a unique personal perspective of a doctor and lawyer, and practical proposals for developing medical education in law in the UK are suggested.

  9. Simplifying Education Management

    ERIC Educational Resources Information Center

    Wiley, Wayne C.

    2004-01-01

    Managing district information, web sites, and data security as well as supplying information on-demand are just a few of the tasks causing educational administrators to seek new solutions these days. The answer is to streamline the business of running schools by putting all information in one place so coordinated data and files can be accessed.…

  10. Structuring medication related activities for information management.

    PubMed

    Luukkonen, Irmeli; Mykkänen, Juha; Kivekäs, Eija; Saranto, Kaija

    2014-01-01

    Medication treatment and the related information management are central parts of a patient's health care. As a cross-organizational and cooperative process, medication information management is a complex domain for development activities. We studied medication activities and related information management in a regional project in order to produce a shared broad picture of its processes and to understand the main issues and the needs for improvement. In this paper we provide a summary of the findings in a structured form, based on a six-dimensioned framework for design and analysis of activities and processes.

  11. [Clinical diagnosis progress and continuing medical education].

    PubMed

    Mukhin, N A; Svistunov, A A; Fomin, V V

    2014-01-01

    The paper discusses current approaches to diagnosing in an internal medicine clinic and to improving diagnostic tactics. It gives prospects for training physicians in current diagnostic approaches in the framework of the continuing medical education system.

  12. Commissioning medical education: principles for best practice.

    PubMed

    Walsh, Kieran

    2016-04-01

    We need to ensure that we get value for money for our investments in medical education. Commissioning is one method of ensuring that we get value. However, like any other tool, it needs to be used properly. PMID:27071431

  13. [Professional medical education in Russia].

    PubMed

    Mel'nikova, I Iu; Romantsov, M G; Shul'diakov, A A

    2013-09-01

    There is a tendency to increase the role of education process in the life of the individual, caused by necessity of new knowledge, experience and skills, which is the effective measure to adapt human being to the current social and economic conditions. The idea of education as a relatively short period of life is gone. It becomes obvious, that use of forms and types of adult education becomes limited and inefficient. The development of the modern education system involves training with a high level of independence and leadership of the individual student; provision by vocational education institutions a wide range of educational services; adequate to the needs of the labor market; variability of methods and forms of education; active use of the modern educational technology as one of the most convenient ways of training.

  14. Comparison of automated medication-management systems.

    PubMed

    Perini, V J; Vermeulen, L C

    1994-08-01

    Automated devices for managing medication distribution are described. Shrinking operating budgets are causing many departments of pharmacy to consider automation to maximize the cost-effective use of professional personnel. Many devices and systems that are currently available or under development can help with (1) distribution of medication to and from the patient care area, (2) distribution of medication directly to the patient, (3) inventory control, (4) management of controlled substances, or (5) documentation of medication administration. Medication-management devices based in the patient care unit (Lionville CDModule, Access, Meditrol, Argus, MedStation, Sure-Med, and SelecTrac-Rx) are designed to replace manual filling of unit dose carts or to increase control over floor-stock medications and controlled substances. They provide immediate access to medications but can take extra time to fill. Centrally located medication-management systems (Automated Pharmacy Station, ATC-212, and Medispense) are designed to replace or improve a manual system for filling unit dose carts. They may have financial and practical advantages over systems based in the patient care unit because they avoid redundant inventories. However, a manual system is still needed for some medications, particularly those that need refrigeration. Several point-of-care information systems also have medication-management components (MedTake, CliniCare, Automated Medication Administration Tracking, and MedLynk). They provide rapid access to patient information and facilitate documentation. Many incorporate bar-code technology and radio-frequency transmission of data. An automated management system can combine increased efficiency with decreased risk of error. Descriptions of available systems may help pharmacists choose a system that meets their needs.

  15. Tele-education as method of medical education.

    PubMed

    Masic, Izet; Pandza, Haris; Kulasin, Igor; Masic, Zlatan; Valjevac, Salih

    2009-01-01

    Development of computer networks and introduction and application of new technologies in all aspects of human activity needs to be followed by universities in their transformation on how to approach scientific, research, and education teaching curricula. Development and increased use of distance learning (DL) over the past decade have clearly shown the potential and efficiency of information technology applied in education. Use of information technology in medical education is where medical informatics takes its place as important scientific discipline which ensures benefit from IT in teaching and learning process involved. Definition of telemedicine as "use of technologies based on health care delivered on distance" covers areas such as electronic health, tele-health (eHealth), telematics, but also tele-education. Web based medical education today is offered in different forms--from online lectures, online exams, web based continuous education programs, use of electronic libraries, online medical and scientific databases etc. Department of Medical Informatics of Medical Faculty of University of Sarajevo has taken many steps to introduce distance learning in medical curricula--from organising professional--scientific events (congresses, workshop etc), organizing first tele-exam at the faculty and among first at the university, to offering online lectures and online education material at the Department's website (www.unsa-medinfo.org). Distance learning in medical education, as well as telemedicine, significantly influence health care in general and are shaping the future model of medical practice. Basic computer and networks skills must be a part of all future medical curricula. The impact of technical equipment on patient-doctor relationship must be taken into account, and doctors have to be trained and prepared for diagnosing or consulting patients by use of IT. Telemedicine requires special approach in certain medical fields--tele-consultation, tele

  16. Tele-education as method of medical education.

    PubMed

    Masic, Izet; Pandza, Haris; Kulasin, Igor; Masic, Zlatan; Valjevac, Salih

    2009-01-01

    Development of computer networks and introduction and application of new technologies in all aspects of human activity needs to be followed by universities in their transformation on how to approach scientific, research, and education teaching curricula. Development and increased use of distance learning (DL) over the past decade have clearly shown the potential and efficiency of information technology applied in education. Use of information technology in medical education is where medical informatics takes its place as important scientific discipline which ensures benefit from IT in teaching and learning process involved. Definition of telemedicine as "use of technologies based on health care delivered on distance" covers areas such as electronic health, tele-health (eHealth), telematics, but also tele-education. Web based medical education today is offered in different forms--from online lectures, online exams, web based continuous education programs, use of electronic libraries, online medical and scientific databases etc. Department of Medical Informatics of Medical Faculty of University of Sarajevo has taken many steps to introduce distance learning in medical curricula--from organising professional--scientific events (congresses, workshop etc), organizing first tele-exam at the faculty and among first at the university, to offering online lectures and online education material at the Department's website (www.unsa-medinfo.org). Distance learning in medical education, as well as telemedicine, significantly influence health care in general and are shaping the future model of medical practice. Basic computer and networks skills must be a part of all future medical curricula. The impact of technical equipment on patient-doctor relationship must be taken into account, and doctors have to be trained and prepared for diagnosing or consulting patients by use of IT. Telemedicine requires special approach in certain medical fields--tele-consultation, tele

  17. Modeling Manipulation in Medical Education

    ERIC Educational Resources Information Center

    Dailey, Jason I.

    2010-01-01

    As residents and medical students progress through their medical training, they are presented with multiple instances in which they feel they must manipulate the healthcare system and deceive others in order to efficiently treat their patients. This, however, creates a culture of manipulation resulting in untoward effects on trainees' ethical and…

  18. Simulation-Based Medical Education: An Ethical Imperative.

    ERIC Educational Resources Information Center

    Ziv, Amitai; Wolpe, Paul Root; Small, Stephen D.; Glick, Shimon

    2003-01-01

    Describes simulation-based learning in medical education and presents four these that make a framework for simulations: (1) best standards of care and training; (2) error management and patient safety; (3) patient autonomy; and (4) social justice and resource allocation. (SLD)

  19. Medical management of vascular anomalies.

    PubMed

    Trenor, Cameron C

    2016-03-01

    We have entered an exciting era in the care of patients with vascular anomalies. These disorders require multidisciplinary care and coordination and dedicated centers have emerged to address this need. Vascular tumors have been treated with medical therapies for many years, while malformations have been historically treated with endovascular and operative procedures. The recent serendipitous discoveries of propranolol and sirolimus for vascular anomalies have revolutionized this field. In particular, sirolimus responses are challenging the dogma that vascular malformations are not biologically active. While initially explored for lymphatic anomalies, sirolimus is now being used broadly throughout the spectrum of vascular anomalies. Whether medical therapies are reserved for refractory patients or used first line is currently dependent on the experience and availability of alternative therapies at each institution. On the horizon, we anticipate new drugs targeting genes and pathways involved in vascular anomalies to be developed. Also, combinations of medications and protocols combining medical and procedural approaches are in development for refractory patients. PMID:27607327

  20. Rural Medical Education: Review of the Literature

    ERIC Educational Resources Information Center

    Curran, Vernon R.; Bornstein, Stephen; Jong, Michael; Fleet, Lisa

    2004-01-01

    (Purpose) This report summarizes a synthesis of the literature related to the evidence, initiatives and approaches to rural/northern medical education, particularly its role in strengthening the medical workforce in rural areas. (Methodology) A literature review was conducted involving the literature databases MEDLINE (January 1990-March 2003),…

  1. Medical Education and the Contemporary World.

    ERIC Educational Resources Information Center

    Miller, George E., Ed.

    Proceedings of a conference on Medical Education in the Contemporary World, organized by Dr. George E. Miller and sponsored by the University of Illinois in Chicago, September 13-14, 1976, are presented. American and foreign medical edu- cation experts considered the principal and recurrent problems confronting the field in a period of rapid…

  2. Information Technology and Undergraduate Medical Education.

    ERIC Educational Resources Information Center

    Masys, Daniel R.

    1989-01-01

    Hewlett-Packard Corporation grant enabled Harvard Medical School to begin using computer technology in medical educational applications. Hardware and software selection, integration into the curriculum, teaching the use of computers, cost, successful applications, knowledge base access, simulations, video and graphics teaching programs, and…

  3. Medical ethics education: coming of age.

    PubMed

    Miles, S H; Lane, L W; Bickel, J; Walker, R M; Cassel, C K

    1989-12-01

    Medical ethics education is instruction that endeavors to teach the examination of the role of values in the doctor's relationship with patients, colleagues, and society. It is one front of a broad curricular effort to develop physicians' values, social perspectives, and interpersonal skills for the practice of medicine. The authors define medical ethics education as more clinically centered than human values education and more inclusive of philosophical, social, and legal issues than is interpersonal skills training. The authors review the history of the emergence of medical ethics education over the last 20 years, examine the areas of consensus that have emerged concerning the general objectives and premises for designing medical ethics programs, and describe teaching objectives and methods, course content, and program evaluation used in such programs on both preclinical and clinical levels. The four interrelated requirements for successful institutionalization of medical ethics education programs are defined and discussed, and the paper ends with an overview of the uncertain future of medical ethics education, an accepted but still not fully mature part of physician training in the United States. An extensive reference list accompanies the article.

  4. [Changing aspects in continuing medical education].

    PubMed

    Okisaka, Shigekuni

    2007-02-01

    Self-directed learning based on adult education theory and self-assessment are necessary for continuing medical education. Self-directed learning is the process whereby the individual takes the initiative in diagnosing his learning needs and setting his own individual learning goals, showing clearly the human and physical resources, putting an appropriate plan into practice, and evaluating the learning outcome. Because self-assessment is the evaluation of the process where the individual confirms his actual learning, portfolio assessment is utilized for this purpose. In the continuing medical education program of the Japanese Ophthalmological Society, it is vital that the appropriate credit and recognition program keep up with the changes in adult education theory. Therefore, portfolio assessment is introduced for self-assessment. The Ophthalmic Pathology Slide Seminar is a model of medical education based on self-directed learning.

  5. Software engineering education in medical informatics.

    PubMed

    Leven, F J

    1989-11-01

    Requirements and approaches of Software Engineering education in the field of Medical Informatics are described with respect to the impact of (1) experiences characterizing the "software misery", (2) status and tendencies in software methodology, and (3) educational status and needs in computer science education influenced by the controversy "theoretical versus practical education". Special attention is directed toward the growing importance of analysis, design methods, and techniques in the professional spectrum of Medical Informatics, the relevance of general principles of systems engineering in health care, the potential of non-procedural programming paradigms, and the intersection of Artificial Intelligence and education. Realizations of and experiences with programs in the field of Software Engineering are reported with respect to special requirements in Medical Informatics.

  6. [Management of waste disposal in medical institutions].

    PubMed

    Horváth, A

    1991-04-30

    Recently new regulations were elaborated for the management of medical wastes in Austria, FRG, Canada and USA. There is no rule laying down the requirements of the management of medical wastes in Hungary. On the basis of foreign experiences the medical wastes are proposed to range into categories as follow: I. Waste that should be handled in special way within and outside the health care facilities. II. Waste, that should be handled in a special way within the health care facilities. III. General waste (municial-type waste). Basic requirement is the segregating collection of wastes. Color-coding is proposed to identify the content of containers and bags. Incinerators combined with pyrolysis and emission control unites should be preferred to the disposal of medical wastes. The author proposes to issue a rule setting out definitions and basic principles of management of medical wastes. Individual health care establishments should prepare own written policies and measures for waste handling appropriate to their specific requirements.

  7. Applying adult learning practices in medical education.

    PubMed

    Reed, Suzanne; Shell, Richard; Kassis, Karyn; Tartaglia, Kimberly; Wallihan, Rebecca; Smith, Keely; Hurtubise, Larry; Martin, Bryan; Ledford, Cynthia; Bradbury, Scott; Bernstein, Henry Hank; Mahan, John D

    2014-07-01

    The application of the best practices of teaching adults to the education of adults in medical education settings is important in the process of transforming learners to become and remain effective physicians. Medical education at all levels should be designed to equip physicians with the knowledge, clinical skills, and professionalism that are required to deliver quality patient care. The ultimate outcome is the health of the patient and the health status of the society. In the translational science of medical education, improved patient outcomes linked directly to educational events are the ultimate goal and are best defined by rigorous medical education research efforts. To best develop faculty, the same principles of adult education and teaching adults apply. In a systematic review of faculty development initiatives designed to improve teaching effectiveness in medical education, the use of experiential learning, feedback, effective relationships with peers, and diverse educational methods were found to be most important in the success of these programs. In this article, we present 5 examples of applying the best practices in teaching adults and utilizing the emerging understanding of the neurobiology of learning in teaching students, trainees, and practitioners. These include (1) use of standardized patients to develop communication skills, (2) use of online quizzes to assess knowledge and aid self-directed learning, (3) use of practice sessions and video clips to enhance significant learning of teaching skills, (4) use of case-based discussions to develop professionalism concepts and skills, and (5) use of the American Academy of Pediatrics PediaLink as a model for individualized learner-directed online learning. These examples highlight how experiential leaning, providing valuable feedback, opportunities for practice, and stimulation of self-directed learning can be utilized as medical education continues its dynamic transformation in the years ahead. PMID

  8. Midwives in medical student and resident education and the development of the medical education caucus toolkit.

    PubMed

    Radoff, Kari; Nacht, Amy; Natch, Amy; McConaughey, Edie; Salstrom, Jan; Schelling, Karen; Seger, Suzanne

    2015-01-01

    Midwives have been involved formally and informally in the training of medical students and residents for many years. Recent reductions in resident work hours, emphasis on collaborative practice, and a focus on midwives as key members of the maternity care model have increased the involvement of midwives in medical education. Midwives work in academic settings as educators to teach the midwifery model of care, collaboration, teamwork, and professionalism to medical students and residents. In 2009, members of the American College of Nurse-Midwives formed the Medical Education Caucus (MECA) to discuss the needs of midwives teaching medical students and residents; the group has held a workshop annually over the last 4 years. In 2014, MECA workshop facilitators developed a toolkit to support and formalize the role of midwives involved in medical student and resident education. The MECA toolkit provides a roadmap for midwives beginning involvement and continuing or expanding the role of midwives in medical education. This article describes the history of midwives in medical education, the development and growth of MECA, and the resulting toolkit created to support and formalize the role of midwives as educators in medical student and resident education, as well as common challenges for the midwife in academic medicine. This article is part of a special series of articles that address midwifery innovations in clinical practice, education, interprofessional collaboration, health policy, and global health.

  9. [Design and application of implantable medical device information management system].

    PubMed

    Cao, Shaoping; Yin, Chunguang; Zhao, Zhenying

    2013-03-01

    Through the establishment of implantable medical device information management system, with the aid of the regional joint sharing of resources, we further enhance the implantable medical device traceability management level, strengthen quality management, control of medical risk. PMID:23777076

  10. [Design and application of implantable medical device information management system].

    PubMed

    Cao, Shaoping; Yin, Chunguang; Zhao, Zhenying

    2013-03-01

    Through the establishment of implantable medical device information management system, with the aid of the regional joint sharing of resources, we further enhance the implantable medical device traceability management level, strengthen quality management, control of medical risk.

  11. Educational programs in US medical schools, 1994-1995.

    PubMed

    Barzansky, B; Jonas, H S; Etzel, S I

    1995-09-01

    This is a time of considerable uncertainty about the future of medical education. There are threats to medical school finances from state and federal levels. While medical schools derive only an average of about 11% of total revenues from state and local sources, these funds potentially give states the basis for imposing specific mandates on medical schools, in areas such as enrollment levels, curriculum content, and a desired specialty mix of graduates. Medical schools appear to be changing at varying rates in response to the health care system, including the growth of managed care. While the total number of full-time faculty members continues to increase, there are regional differences. It is unclear how the faculty size and composition ultimately will be affected or what implications this will have for educational programs. A number of medical schools are expanding into the community to ensure a patient base, and educational opportunities for medical students appear to be increasing in the community, including some limited use of managed care organizations. as educational settings. Medical school practice sites in the community have the potential to exacerbate "town-gown" tensions in the increasingly competitive health care environment. This, in turn, could jeopardize community-based medical education by the large number of practicing physicians who serve as volunteer faculty members and who are a valuable resource. Care will need to be taken to minimize these tensions as much as possible. As the health care system becomes even more competitive, concerns are being raised about whether volunteer faculty will continue to serve without compensation. The ability to begin to compensate community physicians who serve as teachers could be affected by decreasing medical school revenues from patient care, which, in the past, have been used to support activities such as community-based education. This is a time for strong and visionary academic leadership: medical schools

  12. Time to return medical schools to their primary purpose: education.

    PubMed

    Abrahamson, S

    1996-04-01

    The author maintains that the quality of medical education has been dropping for the last few decades as medical schools become less and less focused on their primary purpose of training physicians. Until the years immediately following World War II, the administration of the medical school was carried out by a small staff headed by a dean whose role was to provide leadership in educational matters. Academic departments managed the educational program, and the faculty were expected to be teachers and to participate in educational planning, preparation of teaching materials, advising of students, assessment of students' performances, admission, and all other tasks associated with having a teaching position. Today, the administration of a typical school includes any number of assistants to the dean and a wide variety of other staff dealing not only with educational functions but with grant management, public relations, fund-raising, personnel policy, budgeting, and an enormous and complex parallel structure designed to manage clinical practice and to respond to market pressures. The role of faculty has also changed greatly; faculty are expected to be researchers and clinicians first, and teaching is usually shortchanged. The author explains why he believes these changes have come about; for example, the strong federal support of research after World War II, which encouraged a growing dependence of medical schools on research grants and consequently raised in importance those faculty who could obtain such grants. He concludes with common-sense proposals for reform (such as having the education of medical students in the hands of a small number of faculty whose prime responsibility is teaching), but admits that there are fundamental barriers to such reforms, especially vested interests and resistance to change. In the end, change will come only when those in power recognize that medical schools must be returned to their primary role of training physicians. PMID:8645396

  13. The Department of Medical Education at the University of Michigan Medical School: a case study in medical education research productivity.

    PubMed

    Gruppen, Larry D

    2004-10-01

    The Department of Medical Education (DME) at the University of Michigan Medical School has a strong and sustained history of contributing to medical education research. The author identifies several dimensions that contribute to this productivity: (1) the quality of department faculty and the complementary areas of expertise they possess; (2) a critical mass of educational scholars, both within and outside the DME; (3) extensive collaborations of DME faculty with colleagues in other departments on educational innovation; (4) the departmental status of the DME; (5) the separation of the DME from the administration of the curriculum; (6) the need to balance the missions of research and educational support of the medical school; (7) the research-intensive nature of the larger University of Michigan environment; (8) the complex challenge of funding the educational scholarship mission; and (9) the importance of maintaining visibility within the institution. Factors that will affect the health of future educational scholarship include (1) the response to the Accreditation Council for Graduate Medical Education's definition of resident competencies and similar initiatives; (2) the growth of opportunities for advanced training in educational scholarship and the corresponding expansion of medical school faculty with greater interest and skills in educational research; (3) an emerging emphasis on the importance of behavioral science in medical care; (4) demands on the clinical productivity of collaborating faculty; and (5) the paucity of funding for medical education research. PMID:15383363

  14. Health Occupations Education: Medical Assistant.

    ERIC Educational Resources Information Center

    Sloan, Jamee Reid

    These medical assistant instructional materials include 28 instructional units organized into sections covering orientation; anatomy and physiology, related disorders, disease, and skills; office practices; and clinical practices. Each unit includes eight basic components: performance objectives, suggested activities for teachers, information…

  15. Information Technologies (ITs) in Medical Education

    PubMed Central

    Masic, Izet; Pandza, Haris; Toromanovic, Selim; Masic, Fedja; Sivic, Suad; Zunic, Lejla; Masic, Zlatan

    2011-01-01

    Advances in medicine in recent decades are in significant correlation with the advances in the information technology. Modern information technologies (IT) have enabled faster, more reliable and comprehensive data collection. These technologies have started to create a large number of irrelevant information, which represents a limiting factor and a real growing gap, between the medical knowledge on one hand, and the ability of doctors to follow its growth on the other. Furthermore, in our environment, the term technology is generally reserved for its technical component. Education means, learning, teaching, or the process of acquiring skills or behavior modification through various exercises. Traditionally, medical education meant the oral, practical and more passive transferring of knowledge and skills from the educators to students and health professionals. For the clinical disciplines, of special importance are the principles, such as, “learning at bedside,” aided by the medical literature. In doing so, these techniques enable students to contact with their teachers, and to refer to the appropriate literature. The disadvantage of these educational methods is in the fact, that teachers often do not have enough time. Additionally they are not very convenient to the horizontal and vertical integration of teaching, create weak or almost no self education, as well as, low skill levels and poor integration of education with a real social environment. In this paper authors describe application of modern IT in medical education – their advantages and disadvantages comparing with traditional ways of education. PMID:23408471

  16. Information Technologies (ITs) in Medical Education.

    PubMed

    Masic, Izet; Pandza, Haris; Toromanovic, Selim; Masic, Fedja; Sivic, Suad; Zunic, Lejla; Masic, Zlatan

    2011-09-01

    Advances in medicine in recent decades are in significant correlation with the advances in the information technology. Modern information technologies (IT) have enabled faster, more reliable and comprehensive data collection. These technologies have started to create a large number of irrelevant information, which represents a limiting factor and a real growing gap, between the medical knowledge on one hand, and the ability of doctors to follow its growth on the other. Furthermore, in our environment, the term technology is generally reserved for its technical component. Education means, learning, teaching, or the process of acquiring skills or behavior modification through various exercises. Traditionally, medical education meant the oral, practical and more passive transferring of knowledge and skills from the educators to students and health professionals. For the clinical disciplines, of special importance are the principles, such as, "learning at bedside," aided by the medical literature. In doing so, these techniques enable students to contact with their teachers, and to refer to the appropriate literature. The disadvantage of these educational methods is in the fact, that teachers often do not have enough time. Additionally they are not very convenient to the horizontal and vertical integration of teaching, create weak or almost no self education, as well as, low skill levels and poor integration of education with a real social environment. In this paper authors describe application of modern IT in medical education - their advantages and disadvantages comparing with traditional ways of education.

  17. A Linked Dataset of Medical Educational Resources

    ERIC Educational Resources Information Center

    Dietze, Stefan; Taibi, Davide; Yu, Hong Qing; Dovrolis, Nikolas

    2015-01-01

    Reusable educational resources became increasingly important for enhancing learning and teaching experiences, particularly in the medical domain where resources are particularly expensive to produce. While interoperability across educational resources metadata repositories is yet limited to the heterogeneity of metadata standards and interface…

  18. Medication management during electroconvulsant therapy

    PubMed Central

    Zolezzi, Monica

    2016-01-01

    Electroconvulsive therapy (ECT) has demonstrated to be highly effective and safe, even life saving for many psychiatric disorders such as major depression, bipolar disorder and schizophrenia. Most patients who require ECT are also on concurrent pharmacotherapy. As such, the objective of this article is to provide a review of the most recent literature focusing on the medications used during an ECT procedure and on the effects of concurrent psychiatric and non-psychiatric medications on the effectiveness and safety of ECT. The review also attempts to summarize the recommendations derived from existing documents to guide pharmacotherapy decisions for patients undergoing ECT. For this purpose, using electronic databases, an extensive search of the current literature was made using ECT and medications or drug classes as keywords. PMID:27143894

  19. Educational Management: Theory and Practice.

    ERIC Educational Resources Information Center

    Bush, Tony

    This document is a chapter in "The Principles and Practice of Educational Management," which aims to provide a systematic and analytical introduction to the study of educational management. The structure of the book reflects the main substantive areas of educational leadership and management, and most of the major themes are covered in the…

  20. [Medical approaches for managing preeclampsia].

    PubMed

    Lecarpentier, Edouard; Haddad, Bassam; Goffinet, François; Tsatsaris, Vassilis

    2016-01-01

    Preecalmpsia is an hypertensive disease of pregnancy complicating 1-5 % of all pregnancies. Although symptomatic management has improved, there is currently no curative treatment, and only childbirth and delivery of the placenta, usually prematurely, alleviate the mother's symptoms. When preeclampsia occurs before 37 weeks of gestation expectant management is often possible in order to reduce post-natal complications related to prematurity. The management depends on the severity of the disease and gestational age. The modalities of this management are reviewed in this article. PMID:27234904

  1. Decision support using anesthesia information management system records and accreditation council for graduate medical education case logs for resident operating room assignments.

    PubMed

    Wanderer, Jonathan P; Charnin, Jonathan; Driscoll, William D; Bailin, Michael T; Baker, Keith

    2013-08-01

    Our goal in this study was to develop decision support systems for resident operating room (OR) assignments using anesthesia information management system (AIMS) records and Accreditation Council for Graduate Medical Education (ACGME) case logs and evaluate the implementations. We developed 2 Web-based systems: an ACGME case-log visualization tool, and Residents Helping in Navigating OR Scheduling (Rhinos), an interactive system that solicits OR assignment requests from residents and creates resident profiles. Resident profiles are snapshots of the cases and procedures each resident has done and were derived from AIMS records and ACGME case logs. A Rhinos pilot was performed for 6 weeks on 2 clinical services. One hundred sixty-five requests were entered and used in OR assignment decisions by a single attending anesthesiologist. Each request consisted of a rank ordered list of up to 3 ORs. Residents had access to detailed information about these cases including surgeon and patient name, age, procedure type, and admission status. Success rates at matching resident requests were determined by comparing requests with AIMS records. Of the 165 requests, 87 first-choice matches (52.7%), 27 second-choice matches (16.4%), and 8 third-choice matches (4.8%) were made. Forty-three requests were unmatched (26.1%). Thirty-nine first-choice requests overlapped (23.6%). Full implementation followed on 8 clinical services for 8 weeks. Seven hundred fifty-four requests were reviewed by 15 attending anesthesiologists, with 339 first-choice matches (45.0%), 122 second-choice matches (16.2%), 55 third-choice matches (7.3%), and 238 unmatched (31.5%). There were 279 overlapping first-choice requests (37.0%). The overall combined match success rate was 69.4%. Separately, we developed an ACGME case-log visualization tool that allows individual resident experiences to be compared against case minimums as well as resident peer groups. We conclude that it is feasible to use ACGME case

  2. Decision support using anesthesia information management system records and accreditation council for graduate medical education case logs for resident operating room assignments.

    PubMed

    Wanderer, Jonathan P; Charnin, Jonathan; Driscoll, William D; Bailin, Michael T; Baker, Keith

    2013-08-01

    Our goal in this study was to develop decision support systems for resident operating room (OR) assignments using anesthesia information management system (AIMS) records and Accreditation Council for Graduate Medical Education (ACGME) case logs and evaluate the implementations. We developed 2 Web-based systems: an ACGME case-log visualization tool, and Residents Helping in Navigating OR Scheduling (Rhinos), an interactive system that solicits OR assignment requests from residents and creates resident profiles. Resident profiles are snapshots of the cases and procedures each resident has done and were derived from AIMS records and ACGME case logs. A Rhinos pilot was performed for 6 weeks on 2 clinical services. One hundred sixty-five requests were entered and used in OR assignment decisions by a single attending anesthesiologist. Each request consisted of a rank ordered list of up to 3 ORs. Residents had access to detailed information about these cases including surgeon and patient name, age, procedure type, and admission status. Success rates at matching resident requests were determined by comparing requests with AIMS records. Of the 165 requests, 87 first-choice matches (52.7%), 27 second-choice matches (16.4%), and 8 third-choice matches (4.8%) were made. Forty-three requests were unmatched (26.1%). Thirty-nine first-choice requests overlapped (23.6%). Full implementation followed on 8 clinical services for 8 weeks. Seven hundred fifty-four requests were reviewed by 15 attending anesthesiologists, with 339 first-choice matches (45.0%), 122 second-choice matches (16.2%), 55 third-choice matches (7.3%), and 238 unmatched (31.5%). There were 279 overlapping first-choice requests (37.0%). The overall combined match success rate was 69.4%. Separately, we developed an ACGME case-log visualization tool that allows individual resident experiences to be compared against case minimums as well as resident peer groups. We conclude that it is feasible to use ACGME case

  3. [Medical management of cervical arterial dissections].

    PubMed

    Vuillier, F; Tatu, L; Moulin, T

    2002-12-01

    Medical management of cervical arterial dissections is not standardized and has not been the subject of randomized trials. Management is mainly based on the presumed pathophysiology of secondary cerebral infarcts associated with dissections and the individual experience of each treating team. First, a review of the literature regarding medical management of acute and chronic dissections is presented. Then, results from a national study sponsored by the Société Française Neuro-Vasculaire and the Société Française de Neuro-Radiologie evaluating the medical management of this pathology in French neuro-vascular centers will be presented. These data will be useful to generate practical management recommendations and establish guidelines for further studies.

  4. Medical management of thyroid eye disease

    PubMed Central

    Yang, Dawn D.; Gonzalez, Mithra O.; Durairaj, Vikram D.

    2010-01-01

    Thyroid eye disease (TED) is the most common cause of orbital disease in adults. The immunologic pathogenesis of TED has been an area of active research and considerable progress has resulted in an expansion of therapeutic options. Although surgical intervention may be required, a majority of TED patients can be managed with medical therapies. Of medical therapies, glucocorticoids remain the agent of choice in the control of TED activity. The objective of this review is to discuss the paradigm and options in medical management of TED. PMID:23960897

  5. Properties of Publications on Anatomy in Medical Education Literature

    ERIC Educational Resources Information Center

    Vorstenbosch, Marc; Bolhuis, Sanneke; van Kuppeveld, Sascha; Kooloos, Jan; Laan, Roland

    2011-01-01

    Publications on anatomy in medical education appear to be largely anecdotal. To explore this, we investigated the literature on anatomy in medical education, aiming first to evaluate the contribution of the literature on anatomy in medical education to "best evidence medical education" (BEME) and second to evaluate the development of this…

  6. [The Traceability Management for Qualification Documents of Medical Instruments].

    PubMed

    Tang, Guoping; Hu, Liang; Xu, Xia; Fang, Zhiqiang; Hu, Juan

    2016-01-01

    The management for qualification documents of medical instruments is very important work to management department of medical instruments. Because the number of qualification documents of medical instruments is very large and they have an expiry date, it is difficult to manage them. This article discussed how to manage qualification documents of medical instruments, and an information management system that has a function of traceability management has been developed. This information management system standardizes management for qualification documents of medical instruments, and ensures that qualification documents of medical instruments are available and can be traced. Besides, it can reduce the amount of work for medical instruments management. PMID:27197505

  7. Recommendations of the International Medical Informatics Association (IMIA) on education in health and medical informatics.

    PubMed

    2004-01-01

    The International Medical Informatics Association (IMIA) agreed on international recommendations in health informatics / medical informatics education. These should help to establish courses, course tracks or even complete programs in this field, to further develop existing educational activities in the various nations and to support international initiatives concerning education in health and medical informatics (HMI), particularly international activities in educating HMI specialists and the sharing of courseware. The IMIA recommendations centre on educational needs for health care professionals to acquire knowledge and skills in information processing and information and communication technology. The educational needs are described as a three-dimensional framework. The dimensions are: 1) professionals in health care (physicians, nurses, HMI professionals, ...), 2) type of specialisation in health and medical informatics (IT users, HMI specialists) and 3) stage of career progression (bachelor, master, ...). Learning outcomes are defined in terms of knowledge and practical skills for health care professionals in their role (a) as IT user and (b) as HMI specialist. Recommendations are given for courses/course tracks in HMI as part of educational programs in medicine, nursing, health care management, dentistry, pharmacy, public health, health record administration, and informatics/computer science as well as for dedicated programs in HMI (with bachelor, master or doctor degree). To support education in HMI, IMIA offers to award a certificate for high quality HMI education and supports information exchange on programs and courses in HMI through a WWW server of its Working Group on Health and Medical Informatics Education (http://www.imia.org/wg1). PMID:15718686

  8. A meaningful MESS (Medical Education Scholarship Support)

    PubMed Central

    Whicker, Shari A.; Engle, Deborah L.; Chudgar, Saumil; DeMeo, Stephen; Bean, Sarah M.; Narayan, Aditee P.; Grochowski, Colleen O'Connor; Nagler, Alisa

    2016-01-01

    Background Graduate medical education faculty bear the responsibility of demonstrating active research and scholarship; however, faculty who choose education-focused careers may face unique obstacles related to the lack of promotion tracks, funding, career options, and research opportunities. Our objective was to address education research and scholarship barriers by providing a collaborative peer-mentoring environment and improve the production of research and scholarly outputs. Methods We describe a Medical Education Scholarship Support (MESS) group created in 2013. MESS is an interprofessional, multidisciplinary peer-mentoring education research community that now spans multiple institutions. This group meets monthly to address education research and scholarship challenges. Through this process, we develop new knowledge, research, and scholarly products, in addition to meaningful collaborations. Results MESS originated with eight founding members, all of whom still actively participate. MESS has proven to be a sustainable unfunded local community of practice, encouraging faculty to pursue health professions education (HPE) careers and fostering scholarship. We have met our original objectives that involved maintaining 100% participant retention; developing increased knowledge in at least seven content areas; and contributing to the development of 13 peer-reviewed publications, eight professional presentations, one Masters of Education project, and one educational curriculum. Discussion The number of individuals engaged in HPE research continues to rise. The MESS model could be adapted for use at other institutions, thereby reducing barriers HPE researchers face, providing an effective framework for trainees interested in education-focused careers, and having a broader impact on the education research landscape. PMID:27476538

  9. Education for Emergency Medical Systems

    ERIC Educational Resources Information Center

    Abercrombie, Thompson T.

    1977-01-01

    Four levels of emergency medical technician training offered at the School of Community and Allied Health Resources, University of Alabama, Birmingham, are described. The current last step in training is the associate degree. Also described are two other programs, one on emergency procedures for allied health specialists and an elective in…

  10. Evaluating an interprofessional disease state and medication management review model.

    PubMed

    Hoti, Kreshnik; Forman, Dawn; Hughes, Jeffery

    2014-03-01

    There is lack of literature data reporting an incorporation of medication management reviews in students' interprofessional education (IPE) and practice programs in aged care settings. This pilot study reports how an interprofessional disease state and medication management review program (DSMMR) was established in a residential aged care facility in Perth, Western Australia. Students from the professions of nursing, pharmacy and physiotherapy focused on a wellness check in the areas of cognition, falls and continence while integrating a medication management review. Students' attitudes were explored using a pre- and post-placement questionnaire. Students indicated positive experience with the IPE DSMMR program which also resulted in their positive attitudinal shift towards IPE and practice. These findings indicated that aged care can be a suitable setting for student interprofessional programs focusing on DSMMR.

  11. Midwives in Medical Student and Resident Education and the Development of the Medical Education Caucus Toolkit.

    PubMed

    2015-01-01

    In the article, “Midwives in Medical Student and Resident Education and the Development of the Medical Education Caucus Toolkit,” published in the May/June 2015 issue of the Journal of Midwifery & Women's Health (60[3]:304-312) there was an error in the author byline. The correct name of the second author is Amy Nacht, CNM, MSN.

  12. Five suggestions for future medical education in Korea.

    PubMed

    Yang, Eunbae B; Meng, Kwang Ho

    2014-09-01

    This study is to investigate the historical characteristics of medical education and healthcare environment in Korea and to suggest the desirable direction for future medical education. We draw a consensus through the literature analysis and several debates from the eight experts of medical education. There are several historical characteristics of medical education: medical education as vocational education and training, as a higher education, rapid growth of new medical schools, change to the medical education system, curriculum development, reinforcement of medical humanities, improvement of teaching and evaluation methods, validation of the national health personnel licensing examination, accreditation system for quality assurance, and establishment of specialized medical education division. The changes of health care environment in medical education are development of medical technologies, changes in the structures of the population and diseases, growth of information and communication technology, consumer-centered society, and increased intervention by the third party stakeholder. We propose five suggestions to be made to improve future medical education. They are plan for outcome and competency-based medical education, connection between the undergraduate and graduate medical education, reinforcement of continuous quality improvement of medical education, reorganization of the medical education system and construction of leadership of "academic medicine." PMID:25805259

  13. Understanding Patient Portal Use: Implications for Medication Management

    PubMed Central

    Mayberry, Lindsay Satterwhite; Wallston, Kenneth A; Johnson, Kevin B; Elasy, Tom A

    2013-01-01

    Background The Internet can be leveraged to provide disease management support, including medication adherence promotion that, when tailored, can effectively improve adherence to medications. The growing adoption of patient portals represents an opportunity to support medication management and adherence more broadly, but virtually no data exist about the real and potential impact of existing portals on these outcomes. Objective We sought to (1) understand who uses an existing patient portal and reasons for use and nonuse, (2) understand how portal users are using a portal to manage their medications, and (3) explore participants’ ideas for improving portal functionality for medication management and adherence support. Methods A total of 75 adults with type 2 diabetes participated in a mixed-methods study involving focus groups, a survey, and a medical chart review. We used quantitative data to identify differences between portal users and nonusers, and to test the relationship between the frequency of portal use and glycemic control among users. We used qualitative methods to understand how and why participants use a portal and their ideas for improving its medication management functionality. Results Of the enrolled participants, 81% (61/75) attended a focus group and/or completed a survey; portal users were more likely than nonusers to participate in that capacity (Fisher exact test; P=.01). Users were also more likely than nonusers to be Caucasian/white (Fisher exact test; P<.001), have higher incomes (Fisher exact test; P=.005), and be privately insured (Fisher exact test; P<.001). Users also tended to have more education than nonusers (Mann–Whitney U; P=.05), although this relationship was not significant at P<.05. Among users, more frequent use of a portal was associated with better A1C (Spearman rho =–0.30; P=.02). Reasons for nonuse included not knowing about the portal (n=3), not having access to a computer (n=3), or having a family member serve as

  14. Medical migration and Africa: an unwanted legacy of educational change.

    PubMed

    Bundred, Peter; Gibbs, Trevor

    2007-11-01

    The opportunities given for medical staff to travel, work and remain in countries other than that of their domicile or graduation have led to the phenomenon of medical migration. This has been supported by ease of travel, improved technology and a drive to share good examples of medical education through improved communication. Whilst these opportunities create positive advantages to the individuals and countries involved, through the transfer of knowledge and medical management, the situation does not always lead to long term benefits, and clear disadvantages begin to emerge. The gulf between the developed and developing countries becomes pronounced, leading to a general drift of resources away from the areas where they are most needed and subsequent profound effects upon the indigenous population. This paper suggests that it is a responsibility of medical educators throughout the world to recognize this effect and create opportunities whereby the specialty of medical education positively effects medical migration to the benefit of the less fortunate areas of the world. PMID:18158660

  15. Improving oral medication management in home health agencies.

    PubMed

    Shearer, Janelle

    2009-03-01

    This study focused on home health agency characteristics and evidence-based practices that could have an impact on the ability to improve the home health outcome-based quality improvement measure: improvement in the management of oral medications. The findings of this Quality Improvement Organization-approved study suggest that there are organizational characteristics and evidence-based practices associated with better rates for this outcome measure. Organizational characteristics include belonging to a healthcare system that is hospital based, not-for-profit part of a network focused on quality, and intentionally working on the oral medications outcome. Evidence-based practices include use of reminder strategies, phone follow-up interventions, repeat patient education about medications at subsequent home care visits, and use of medication simplification strategies for patients receiving multiple medications.

  16. Multidisciplinary education in medical informatics--a course for medical and informatics students.

    PubMed

    Breil, Bernhard; Fritz, Fleur; Thiemann, Volker; Dugas, Martin

    2010-01-01

    Design and implementation of healthcare information systems affect both computer scientists and health care professionals. In this paper we present our approach to integrate the management of information systems in the education of healthcare professionals and computer scientists alike. We designed a multidisciplinary course for medical and informatics students to provide them with practical experience concerning the design and implementation of medical information systems. This course was implemented in the curriculum of the University of Münster in 2009. The key element is a case study that is performed by small teams of medical and informatics students. A practical course on management of information systems can be useful for medical students who want to enhance their knowledge in information systems as well as for informatics students with particular interests in medicine.

  17. Communicating Medical Needs to Non-Medical Managers

    NASA Technical Reports Server (NTRS)

    Bacal, Kira; Miller, Robert; Doerr, Harold

    2004-01-01

    Differences in communication styles and languages between groups often lead to miscommunication, confusion, and/or frustration. Engineers, computer specialists, clinicians, and managers often utilize the English language in very different ways, with different groups using the same words to represent different concepts ("complaint" is a typical example). In addition, medical issues are often perceived as "off-nominal" and not "primary mission tasks" by managers, which can cause them to assign lower priorities to medical training time and resources. Knowledge bases differ due to variations in training and skill sets, and the goals (both immediate and long-term) of the communicators may also vary, with managers being primarily concerned with overall mission objectives, while clinicians focus on individual or group health issues. Furthermore, true communication is only possible when clinicians possess a deep understanding of mission requirements as well as the ability to communicate medical requirements on a priority basis using risk assessment, added value, and cost benefit analysis. These understandable differences may contribute to difficulties in expressing concerns and ideas in an efficient manner, particularly in projects, such as the space program or many military operations, where these varied groups must collaborate, and where the final decisions must be made by fully informed mission commanders. Methods: Three scenario-based approaches were developed utilizing decision trees and problem based learning, to help define and integrate these concepts. Results: Use of these techniques by NASA and military personnel will be presented. Discussion: To enhance communication, particularly of medical needs, one must identify the concerns and motivating factors for the other groups; for example, members of management may focus on financial concerns, a desire for risk mitigation, public perceptions, mission objectives, etc. Training clinicians to frame issues in these

  18. Correlation Research of Medical Security Management System Network Platform in Medical Practice

    NASA Astrophysics Data System (ADS)

    Jie, Wang; Fan, Zhang; Jian, Hao; Li-nong, Yu; Jun, Fei; Ping, Hao; Ya-wei, Shen; Yue-jin, Chang

    Objective-The related research of medical security management system network in medical practice. Methods-Establishing network platform of medical safety management system, medical security network host station, medical security management system(C/S), medical security management system of departments and sections, comprehensive query, medical security disposal and examination system. Results-In medical safety management, medical security management system can reflect the hospital medical security problem, and can achieve real-time detection and improve the medical security incident detection rate. Conclusion-The application of the research in the hospital management implementation, can find hospital medical security hidden danger and the problems of medical disputes, and can help in resolving medical disputes in time and achieve good work efficiency, which is worth applying in the hospital practice.

  19. Teaching Conflict: Professionalism and Medical Education.

    PubMed

    Holloway, K J

    2015-12-01

    Resistance by physicians, medical researchers, medical educators, and medical students to pharmaceutical industry influence in medicine is often based on the notion that physicians (guided by the ethics of their profession) and the industry (guided by profit) are in conflict. This criticism has taken the form of a professional movement opposing conflict of interest (COI) in medicine and medical education and has resulted in policies and guidelines that frame COI as the problem and outline measures to address this problem. In this paper, I offer a critique of this focus on COI that is grounded in a broader critique of neo-liberalism, arguing it individualizes the relationship between physicians and industry, too neatly delineates between the two entities, and reduces the network of social, economic, and political relations to this one dilemma. PMID:26133893

  20. China's Medical Education and Interventional Neuroradiology Training.

    PubMed

    Lv, Xianli; He, Hongwei; Wu, Zhongxue

    2015-11-01

    China's medical education system is complex and consists of degree programs lasting from 3 to 8 years, the inconsistency across previous educational backgrounds is a challenge when implementing residency training objectives and contents. Only in several advanced medical universities, education for interventional neuroradiology (INR) is a part of a rotation in the 2-year training for neurosurgery. Advanced INR techniques are confined to big cities such as Beijing, Shanghai and Guangzhou, where most of the Chinese INRs have their 6 to 12 months fellowship to major medical centers. With a tremendous economic growth in the region, we expect that INR practice will evolve at an equally rapid pace, and information presented in this chapter may soon become obsolete.

  1. [Flipped classroom in basic medical education].

    PubMed

    Merenmies, Jussi; Niemi-Murola, Leila; Pyörälä, Eeva

    2015-01-01

    Medical education is facing changes in order to improve young doctors' competency to respond better to current needs of the patients and the society. Both curriculum content and teaching methods are revised. In addition to vibrant research in academic medical education, teachers are supported by the improved web-based learning environments and novel technical tools. Flipped classroom, a new paradigm that benefits from technical development, provides many opportunities for medical education. This teaching method always consists of two mutually complementary parts. The first part of the learning action takes place independently off classroom with video lectures or other stimuli for learning. The second part takes place in conjunction with the teacher and other students, and requires student group interactions.

  2. [Innovative concepts for patient education in medical rehabilitation].

    PubMed

    Faller, H; Reusch, A; Meng, K

    2011-04-01

    Patient education aims to empower rehabilitants. While patient education has, in the past, been conceived of as providing solely information, modern self-management concepts now focus on both behavioral competencies and motivational factors. Participants receive all the skills and tools necessary to make informed decisions regarding both their health and lifestyles and to actively participate in the rehabilitation process. Accordingly, didactic methods have changed from predominantly vertical lectures to more patient-oriented and interactive approaches. Meta-analyses have proven that patient education is effective in improving the chronic conditions of patients. However, the implementation of modern concepts into routine care is still suboptimal. The Center of Patient Education, funded by the German Statutory Pension Insurance, has performed a survey of the present state of patient education within medical rehabilitation programs in Germany. Furthermore, quality criteria for patient education have been developed, an internet database presenting self-management programs in a systematic manner has been created, and various services designed to improve educational practice are being offered by the Center of Patient Education. Lastly, a state-of-the-art, self-management education program is described.

  3. A medical model for criminalistics education.

    PubMed

    Stoney, D A

    1988-07-01

    The history of medical education during the period of 1870 to 1926 is examined in the context of current issues confronting education in the forensic laboratory sciences. Medical education was radically altered during this period, changing from a rudimentary lecture/apprenticeship system into its modern form. Although the motivating forces had developed over some time, the actual change was quite rapid. By examining how this change occurred, we gain insight into how changes in our own profession might be initiated. Parallels between our current situation and that in medical education 117 years ago include: (1) the primary burden of professional education is borne outside the university in an apprenticeship system, (2) the apprenticeship system is overburdened by a dramatic expansion in the knowledge and skills needed for professional practice, (3) there is no standardized curriculum or accreditation process for educational programs, and (4) there is no educational program that incorporates formal clinical education. Based on this historical analysis, three major goals are proposed: (1) active entreprenurial promotion of professional educational programs by academics, (2) creation of a committee within the American Academy of Forensic Sciences to critique and rate university programs, and (3) the development of a well-defined clinical education program. A model for formalized clinical education in the forensic laboratory sciences is proposed, incorporating clinical professors, student clerkships, and university control over instruction within an operational forensic science laboratory. Benefits from this arrangement include: efficient combination of physical plants, added personnel resources in the laboratory, rapid introduction of research into the laboratory, enhanced prestige for both academics and practitioners, and relief of the laboratory's in-house training burden.

  4. Self-management education and support in chronic disease management.

    PubMed

    McGowan, Patrick T

    2012-06-01

    With the changing health care environment, prevalence of chronic health conditions, and burgeoning challenges of health literacy, obesity, and homelessness, self-management support provides an opportunity for clinicians to enhance effectiveness and, at the same time, to engage patients to participate in managing their own personal care. This article reviews the differences between patient education and self-management and describes easy-to-use strategies that foster patient self-management and can be used by health care providers in the medical setting. It also highlights the importance of linking patients to nonmedical programs and services in the community.

  5. Sexual health innovations in undergraduate medical education.

    PubMed

    Ferrara, E; Pugnaire, M P; Jonassen, J A; O'Dell, K; Clay, M; Hatem, D; Carlin, M

    2003-10-01

    Recent national and global initiatives have drawn attention to the importance of sexual health to individuals' well-being. These initiatives advocate enhancement of efforts to address this under-represented topic in health professions curricula. University of Massachusetts Medical School (UMMS) has undertaken a comprehensive effort to develop an integrated curriculum in sexual health. The UMMS project draws upon the expertise of a multidisciplinary faculty of clinicians, basic scientists, a medical ethicist, and educators. This article describes the project's genesis and development at UMMS, and reports on three innovations in sexual health education implemented as part of this endeavor. PMID:14551577

  6. [Medical education: between science and Bildungsroman].

    PubMed

    Marion-Veyron, Régis; Bourquin, Céline; Saraga, Michael; Stiefel, Friedrich

    2016-02-10

    For many years, a major focus of interest has been the patient, in the context of a constantly changing society and increasingly complex medical practices. We propose to shift this focus on the physician, who is entangled in a similar, but less evident way. In these three articles, we explore, in succession, the lived experience of the contemporary physician, the ethos which brings together the medical community, and the education of the future physician, using research projects currently under way within the Service of Liaison Psychiatry at Lausanne University Hospital. The article hereunder is dedicated to the education and will examine the multiple and paradoxical expectations that punctuate it.

  7. [Medical education: between science and Bildungsroman].

    PubMed

    Marion-Veyron, Régis; Bourquin, Céline; Saraga, Michael; Stiefel, Friedrich

    2016-02-10

    For many years, a major focus of interest has been the patient, in the context of a constantly changing society and increasingly complex medical practices. We propose to shift this focus on the physician, who is entangled in a similar, but less evident way. In these three articles, we explore, in succession, the lived experience of the contemporary physician, the ethos which brings together the medical community, and the education of the future physician, using research projects currently under way within the Service of Liaison Psychiatry at Lausanne University Hospital. The article hereunder is dedicated to the education and will examine the multiple and paradoxical expectations that punctuate it. PMID:27039441

  8. Management of medical waste in Tanzanian hospitals.

    PubMed

    Manyele, S V; Anicetus, H

    2006-09-01

    A survey was conducted to study the existing medical waste management (MWM) systems in Tanzanian hospitals during a nationwide health-care waste management-training programme conducted from 2003 to 2005. The aim of the programme was to enable health workers to establish MWM systems in their health facilities aimed at improving infection prevention and control and occupational health aspects. During the training sessions, a questionnaire was prepared and circulated to collect information on the MWM practices existing in hospitals in eight regions of the Tanzania. The analysis showed that increased population and poor MWM systems as well as expanded use of disposables were the main reasons for increased medical wastes in hospitals. The main disposal methods comprised of open pit burning (50%) and burying (30%) of the waste. A large proportion (71%) of the hospitals used dust bins for transporting waste from generation points to incinerator without plastic bags. Most hospitals had low incineration capacity, with few of them having fire brick incinerators. Most of the respondents preferred on-site versus off-site waste incineration. Some hospitals were using untrained casual labourers in medical waste management and general cleanliness. The knowledge level in MWM issues was low among the health workers. It is concluded that hospital waste management in Tanzania is poor. There is need for proper training and management regarding awareness and practices of medical waste management to cover all carders of health workers in the country.

  9. Medical management of Peyronie's disease.

    PubMed

    Hellstrom, Wayne J G

    2009-01-01

    Peyronie's disease (PD) is a wound-healing disorder in which a fibrotic plaque forms in the tunica albuginea layer of the penis. It clinically presents as any combination of penile pain, angulation, and erectile dysfunction. Recent studies indicate that PD has a prevalence of 3%-9% in adult men. Although the exact etiology has not been established, PD likely results from a predisposing genetic susceptibility combined with an inciting event such as microtrauma during intercourse. During the initial acute phase (6-18 months), the condition may progress, stabilize, or regress. For this reason authorities recommend a more conservative treatment approach, with a trial of oral and/or intralesional pharmacotherapy, before surgical reconstruction is considered. Oral therapies most commonly employed include tocopherol (vitamin E) and paraaminobenzoate (Potaba), with colchicine, tamoxifen, propoleum, and acetyl-L-carnitine being used less often. There are a limited number of long-term placebo-controlled studies with these oral agents, and for the most part, studies have failed to show a consistent beneficial effect. Intralesional injection therapy for PD is more commonly used as a first-line therapy. The current standard of care includes injection with interferon-alpha-2b, verapamil, or collagenase. Interferon-alpha-2b, in particular, has been documented in a large, multicenter, placebo-controlled study to show significant benefit over placebo in decreasing penile curvature, plaque size, penile pain, and plaque density. However, intralesional interferon is associated with posttreatment flu-like symptoms unless patients are premedicated with a nonsteroid anti-inflammatory agent. Other available therapies that have not consistently shown efficacy in placebo-controlled studies include corticosteroids, orgotein, radiation, and extracorporeal shockwave therapy. Surgery is considered when men with PD do not respond to conservative or medical therapy for approximately 1 year and

  10. Chemical Hazards Emergency Medical Management (CHEMM).

    PubMed

    Vardell, Emily

    2012-01-01

    The Chemical Hazards Emergency Medical Management (CHEMM) website from the National Library of Medicine is designed for first responders and medical providers who are planning for and responding to chemical hazards events. It includes pages tailored to the individual interests of specific groups, including first responders, health care providers, mental health professionals, toxicologists, and more. The featured decision support system CHEMM Intelligent Syndromes Tool allows users to identify the chemical a patient was exposed to in a mass casualty event.

  11. The medical management of Peyronie's disease.

    PubMed

    Akin-Olugbade, Yemi; Mulhall, John P

    2007-02-01

    There are a wide variety of medical treatments that are available to the practicing urologist, including oral agents, topical creams and gels with or without iontophoresis, intralesional injection therapy, radiation therapy, extracorporeal shockwave therapy, and laser therapy. Medical management of Peyronie's disease might be a valuable treatment option for this debilitating disorder, especially in the early symptomatic stages of the disease. Although no single modality has been demonstrated to have superior efficacy, intralesional therapy appears to confer some benefit. Multicenter, large-scale, randomized, controlled studies are necessary to fully establish the efficacy of the available treatments. Until such trials are conducted, a rational approach involving combination therapy is the most appropriate method to treat these patients. In this Review, the current medical treatment options available for the management of Peyronie's disease are discussed and a management algorithm is proposed.

  12. Medical ethics and education for social responsibility.

    PubMed Central

    Roemer, M. I.

    1980-01-01

    The physician, said Henry Sigerist in 1940, has been acquiring an increasingly social role. For centuries, however, codes of medical ethics have concentrated on proper behavior toward individual patients and almost ignored the doctor's responsibilities to society. Major health service reforms have come principally from motivated lay leadership and citizen groups. Private physicians have been largely hostile toward movements to equalize the economic access for people to medical care and improve the supply and distribution of doctors. Medical practice in America and throughout the world has become seriously commercialized. In response, governments have applied various strategies to constrain physicians and induce more socially responsible behavior. But such external pressures should not be necessary if a broad socially oriented code of medical ethics were followed. Health care system changes would be most effective, but medical education could be thoroughly recast to clarify community health problems and policies required to meet them. Sigerist proposed such a new medical curriculum in 1941; if it had been introduced, a social code of medical ethics would not now seem utopian. An international conference might well be convened to consider how physicians should be educated to reach the inspiring goals of the World Health Organization. PMID:7405276

  13. Medical ultrasound education for bioengineers

    NASA Astrophysics Data System (ADS)

    Vaezy, Shahram

    2005-04-01

    The widespread adoption of ultrasound technologies in medicine has necessitated the development of educational programs to address the growing demand for trained expertise in both academia and industry. The demand has been especially great in the field of therapeutic ultrasound that has experienced a significant level of research and development activities in the past decade. The applications cover a wide range including cancer treatment, hemorrhage control, cardiac ablation, gene therapy, and cosmetic surgery. A comprehensive educational program in ultrasound is well suited for bioengineering departments at colleges and universities. Our educational program for students in Bioengineering at the University of Washington includes a year-long coursework covering theory and practice of ultrasound, conducting research projects, attending and presenting at weekly seminars on literature survey, presentations at scientific meetings, and attending specialized workshops offered by various institutions for specific topics. An important aspect of this training is its multi-disciplinary approach, encompassing science, engineering, and medicine. The students are required to build teams with expertise in these disciplines. Our experience shows that these students are well prepared for careers in academia, conducting cutting edge research, as well as industry, being involved in the transformation of research end-products to commercially viable technology.

  14. Situational Analysis of Palliative Care Education in Thai Medical Schools

    PubMed Central

    Suvarnabhumi, Krishna; Sowanna, Non; Jiraniramai, Surin; Jaturapatporn, Darin; Kanitsap, Nonglak; Soorapanth, Chiroj; Thanaghumtorn, Kanate; Limratana, Napa; Akkayagorn, Lanchasak; Staworn, Dusit; Praditsuwan, Rungnirand; Uengarporn, Naporn; Sirithanawutichai, Teabaluck; Konchalard, Komwudh; Tangsangwornthamma, Chaturon; Vasinanukorn, Mayuree; Phungrassami, Temsak

    2013-01-01

    Objective The Thai Medical School Palliative Care Network conducted this study to establish the current state of palliative care education in Thai medical schools. Methods A questionnaire survey was given to 2 groups that included final year medical students and instructors in 16 Thai medical schools. The questionnaire covered 4 areas related to palliative care education. Results An insufficient proportion of students (defined as fewer than 60%) learned nonpain symptoms control (50.0%), goal setting and care planning (39.0%), teamwork (38.7%), and pain management (32.7%). Both medical students and instructors reflected that palliative care education was important as it helps to improve quality of care and professional competence. The percentage of students confident to provide palliative care services under supervision of their senior, those able to provide services on their own, and those not confident to provide palliative care services were 57.3%, 33.3%, and 9.4%, respectively. Conclusions The lack of knowledge in palliative care in students may lower their level of confidence to practice palliative care. In order to prepare students to achieve a basic level of competency in palliative care, each medical school has to carefully put palliative care content into the undergraduate curriculum. PMID:25278759

  15. [A pragmatic vision of medical education].

    PubMed

    Cumplido-Hernández, Gustavo

    2009-01-01

    Some aspects of the educative system at the Mexican Institute of Social Security are described. It is based on the perception of a problematic situation that constitutes a challenge. An educational process to enhance the quality of medical education is proposed, with the adoption of a participative model of self-constructive learning. This proposal is based on theoretical references in a both philosophical and sociological knowledge perspective of an individual related to institutional behavior, to end with a psychological view from which some learning theories are explored. An educational model is built with the inclusion of institutional elements, like the new evaluation system for residents; centers for educational investigation and a teacher training process. Three axes of the educational process are proposed: tutorial teaching, development of complex abilities of thought and critical reading. The evaluation system includes guides for measuring the operational process established and the professional responsibilities of the different participants.

  16. Medical simulation: Overview, and application to wound modelling and management

    PubMed Central

    Pai, Dinker R.; Singh, Simerjit

    2012-01-01

    Simulation in medical education is progressing in leaps and bounds. The need for simulation in medical education and training is increasing because of a) overall increase in the number of medical students vis-à-vis the availability of patients; b) increasing awareness among patients of their rights and consequent increase in litigations and c) tremendous improvement in simulation technology which makes simulation more and more realistic. Simulation in wound care can be divided into use of simulation in wound modelling (to test the effect of projectiles on the body) and simulation for training in wound management. Though this science is still in its infancy, more and more researchers are now devising both low-technology and high-technology (virtual reality) simulators in this field. It is believed that simulator training will eventually translate into better wound care in real patients, though this will be the subject of further research. PMID:23162218

  17. Education programs in US medical schools, 1995-1996.

    PubMed

    Barzansky, B; Jonas, H S; Etzel, S I

    1996-09-01

    We present herein data on US medical education programs and describe how medical schools are adapting to a changing health care environment. The data mainly derive from the 1995-1996 Liaison Committee on Medical Education Medical School Questionnaire, which had a 100% response rate. The data indicate that in the 1995-1996 academic year there were 91 451 full-time faculty members in basic science and clinical departments, a 1.6% increase from 1994-1995. In clinical departments, major increases occurred in emergency medicine (a 10.6% increase in full-time faculty) and family medicine (a 13.5% increase). Applicants for the class entering in 1995 numbered 46 591, an increase of 2.7% from 1994; however, the number of first-time applicants decreased slightly (0.6%). Of the 17 357 applicants accepted, 2179 (12.6%) were members of underrepresented minority groups. Health system changes are affecting medical school clinical affiliations. During the past 2 years, 42 schools saw a merger, acquisition, or closure involving medical school-owned or medical school-affiliated hospitals used for core clinical clerkships. At 15 sites, this change affected the distribution of students across clinical sites. In 1995-1996, 40 medical schools or their universities owned a health maintenance organization or other managed care organization, 93 schools contracted with a managed care organization to provide primary care services, and 96 schools contracted with managed care to provide specialty services. During the past year, 57 schools acquired primary care physician practices, and 70 started primary care clinics in the community.

  18. Development of an Asset Map of Medical Education Research Activity

    ERIC Educational Resources Information Center

    Christiaanse, Mary E.; Russell, Eleanor L.; Crandall, Sonia J.; Lambros, Ann; Manuel, Janeen C.; Kirk, Julienne K.

    2008-01-01

    Introduction: Medical education research is gaining recognition as scholarship within academic medical centers. This survey was conducted at a medium-sized academic medical center in the United States. The purpose of the study was to learn faculty interest in research in medical education, so assets could be used to develop educational scholarship…

  19. AVMA guide for veterinary medical waste management.

    PubMed

    Brody, M D

    1989-08-15

    Lawmakers have enacted a variety of laws and regulations to ensure proper disposal of certain potentially infectious or otherwise objectionable waste. The veterinary medical profession supports scientifically based regulations that benefit public health. In 1988, Congress passed the Medical Waste Tracking Act, a federal program that mandates tracking certain regulated waste. Several types of waste generated in the typical clinical veterinary medical practice are considered regulated veterinary medical waste. Discarded needles, syringes, and other sharps; vaccines and vials that contained certain live or attenuated vaccines; cultures and stocks of infectious agents and culture plates; research animals that were exposed to agents that are infectious to human beings and their associated waste; and other animal waste that is known to be potentially harmful to human beings should be handled as regulated veterinary medical waste. Regulated veterinary medical waste should be handled with care. It should be decontaminated prior to disposal. The most popular, effective methods of decontamination are steam sterilization (autoclaving) and incineration. Chemical decontamination is appropriate for certain liquid waste. Waste should be packaged so that it does not spill. Sharps require rigid puncture- and leak-resistant containers that can be permanently sealed. Regulated veterinary medical waste that has not been decontaminated should be labeled with the universal biohazard symbol. Generators retain liability for waste throughout the entire disposal process. Therefore, it is essential to ensure that waste transporters and disposal facilities comply with state and federal requirements. Veterinary practices should maintain a written waste management program and accurate records of regulated veterinary medical waste disposal. Contingency planning and staff training are other important elements of a veterinary medical waste management program. The guide includes a model veterinary

  20. How to improve medical education website design

    PubMed Central

    2010-01-01

    Background The Internet provides a means of disseminating medical education curricula, allowing institutions to share educational resources. Much of what is published online is poorly planned, does not meet learners' needs, or is out of date. Discussion Applying principles of curriculum development, adult learning theory and educational website design may result in improved online educational resources. Key steps in developing and implementing an education website include: 1) Follow established principles of curriculum development; 2) Perform a needs assessment and repeat the needs assessment regularly after curriculum implementation; 3) Include in the needs assessment targeted learners, educators, institutions, and society; 4) Use principles of adult learning and behavioral theory when developing content and website function; 5) Design the website and curriculum to demonstrate educational effectiveness at an individual and programmatic level; 6) Include a mechanism for sustaining website operations and updating content over a long period of time. Summary Interactive, online education programs are effective for medical training, but require planning, implementation, and maintenance that follow established principles of curriculum development, adult learning, and behavioral theory. PMID:20409344

  1. Handheld computers in veterinary medical education: a view from human medical education.

    PubMed

    Nestel, Debra; Brenton, Harry; Kneebone, Roger

    2005-01-01

    Handheld computers are widely used in clinical practice, and their use in both human medical education and veterinary medical education is increasing, especially, for the former, in activities involving point-of-care access. This article references the insights that can be obtained from the usage and activities that are gaining a strong foothold in human medical education. Handheld computer technology gives students access to a large and changing knowledge base for clinical practice, especially when they are geographically dispersed. Differences in use between education and practice largely relate to the importance clinicians place on patient information. Student use focuses on progress mapping and ready access to clinical reference material. Suggestions are made for future use in medical education.

  2. Management of medically refractory prolactinoma.

    PubMed

    Molitch, Mark E

    2014-05-01

    Resistance to dopamine agonists is defined here as failure to normalize prolactin levels and failure to decrease macroprolactinoma size by ≥50 %. Failure to normalize prolactin levels is found in about 25 % of patients treated with bromocriptine and 10-15 % of those treated with cabergoline. Failure to achieve at least a 50 % reduction in tumor size occurs in about one-third of those treated with bromocriptine and 10-15 % of those treated with cabergoline. Treatment approaches for patients resistant to dopamine agonists include changing to another dopamine agonist and increasing the dose of the drug as long as there is continued response to the dose increases and no adverse effects with higher doses. Transsphenoidal surgery is also an option. Clomiphene, gonadotropins, and GnRH can be used if fertility is desired. For those not desiring fertility, estrogen replacement may be used unless there is a macroadenoma, in which case control of tumor growth is also an issue and dopamine agonists are generally necessary. In many patients modest or even no reduction in tumor size may be acceptable as long as there is not tumor growth. Hormone replacement [estrogen or testosterone] may cause a decrease in efficacy of the dopamine agonist. Reduction of endogenous estrogen, use of selective estrogen receptor modulators, and aromatase inhibitors are potential experimental approaches. Temozolomide may be useful as a last resort for aggressive, invasive tumors refractory to other medical and ablative therapies.

  3. The manager and continuing education.

    PubMed

    McConnell, Charles R

    2002-12-01

    Continuing education in health care organizations consists of that which is required by law or regulation and that which is optional. The required is done because it must be done; the other, including most management development and some staff education, is often ignored. Nonrequired education is one of the first items to go during budget-cutting exercises. Yet continuing education at all levels, for managers as well as nonmanagers, is essential in keeping health care workers abreast of rapid change. Much continuing education, even that for rank-and-file staff, is up to the department manager, and with few exceptions, the pursuit of continuing management development is left largely to the individual manager. The department manager is an educator of staff and is also largely responsible for self-development. PMID:14959901

  4. Medical Management of Premenstrual Syndrome

    PubMed Central

    Dean, Carolyn; Steinberg, Susan K.; Sylvester, William H.

    1986-01-01

    Premenstrual syndrome (PMS) is characterized by a wide variety of symptoms occurring over several days before menstruation. In the differential diagnosis, family physicians should consider other conditions such as chronic yeast infection, allergy, stress, hypoglycemia and primary dysmenorrhea. Each patient should complete a daily menstrual diary for two to three monthly cycles. This diary may help the physician to determine the cyclical nature of PMS and specific symptoms. For most PMS sufferers, initial treatment involves the physician's acknowledgement of the problem and advice about lifestyle, dietary modification and vitamin supplements (e.g., pyridoxine). Seven steps are recommended to assist the family physician in the practical office management of most women with PMS. The potential role of progesterone and other agents in the treatment of PMS is described. Referral to a psychiatrist or psychologist, or the use of drugs such as lithium, danazol or bromocriptine may be required for women suffering from severe PMS. PMID:21267135

  5. Managing pain medications in long-term care: nurses' views.

    PubMed

    Kaasalainen, Sharon; Agarwal, Gina; Dolovich, Lisa; Brazil, Kevin; Papaioannou, Alexandra

    The purpose of this study was to explore nurses' perceptions of their current practices related to administering pain medications to long-term care (LTC) residents. A cross-sectional survey design was used, including both quantitative and open-ended questions. Data were collected from 165 nurses (59% response rate) at nine LTC homes in southern Ontario, Canada. The majority (85%) felt that the medication administration system was adequate to help them manage residents' pain and 98% felt comfortable administering narcotics. In deciding to administer a narcotic, nurses were influenced by pain assessments, physician orders, diagnosis, past history, effectiveness of non-narcotics and fear of making dosage miscalculations or developing addictions. Finally, most nurses stated that they trusted the physicians and pharmacists to ensure orders were safe. These findings highlight nurses' perceptions of managing pain medications in LTC and related areas where continuing education initiatives for nurses are needed.

  6. Medical Informatics Education & Research in Greece

    PubMed Central

    Chouvarda, I.

    2015-01-01

    Summary Objectives This paper aims to present an overview of the medical informatics landscape in Greece, to describe the Greek ehealth background and to highlight the main education and research axes in medical informatics, along with activities, achievements and pitfalls. Methods With respect to research and education, formal and informal sources were investigated and information was collected and presented in a qualitative manner, including also quantitative indicators when possible. Results Greece has adopted and applied medical informatics education in various ways, including undergraduate courses in health sciences schools as well as multidisciplinary postgraduate courses. There is a continuous research effort, and large participation in EU-wide initiatives, in all the spectrum of medical informatics research, with notable scientific contributions, although technology maturation is not without barriers. Wide-scale deployment of eHealth is anticipated in the healthcare system in the near future. While ePrescription deployment has been an important step, ICT for integrated care and telehealth have a lot of room for further deployment. Conclusions Greece is a valuable contributor in the European medical informatics arena, and has the potential to offer more as long as the barriers of research and innovation fragmentation are addressed and alleviated. PMID:26123910

  7. Infectious medical waste management. A home care responsibility.

    PubMed

    Ralph, I G

    1993-01-01

    With the proliferation of bloodborne diseases in the United States, more attention is being focused on the issues of infectious medical waste and its disposal. Home care organizations must be aware of the potential risks involved in handling infectious wastes, and adhere to industry standards of disposal and transport. Education of staff, patients, and community about the management of infectious waste is crucial in today's healthcare arena.

  8. American Medical Education: The Student Viewpoint.

    ERIC Educational Resources Information Center

    Jessee, William F., Ed.

    A survey of student opinions on issues in medical education reveals several areas of consensus on needed changes. The following recommendations are suggested as a result of the survey: (1) Health care delivery should employ a multidisciplinary team of health professionals working to maintain health and prevent disease in communities. (2) Medical…

  9. Vanquishing Virtue: The Impact of Medical Education.

    ERIC Educational Resources Information Center

    Coulehan, Jack; Williams, Peter C.

    2001-01-01

    Asserts that North American medical education favors an explicit commitment to traditional values of doctoring--empathy, compassion, and altruism--but a tacit commitment to behaviors grounded in an ethic of detachment, self-interest, and objectivity. Explores differing ways (conflation, deflation, and maintaining of values) that students respond…

  10. Admission to Medical Education in Ten Countries.

    ERIC Educational Resources Information Center

    Burn, Barbara B., Ed.

    As part of a study of access and admission to higher education in Germany and the United States, a group of papers on medical admissions in various countries was commissioned. The papers presented in this book reveal wide differences in admissions policies and procedures. Barbara Burn examines some of the major issues in a foreword: representation…

  11. The Study of Literature in Medical Education.

    ERIC Educational Resources Information Center

    Hunter, Kathryn Montgomery; And Others

    1995-01-01

    This article argues that study of literature in the medical curriculum develops physician skills in observation and interpretation, clinical imagination, and self-expression and self-knowledge; enriches moral education; fosters tolerance for uncertainty; and promotes empathy for patients. Appropriate courses for inclusion of and classroom…

  12. Medical Terminology: Prefixes. Health Occupations Education Module.

    ERIC Educational Resources Information Center

    Temple Univ., Philadelphia, PA. Div. of Vocational Education.

    This module on medical terminology (prefixes) is one of 17 modules designed for individualized instruction in health occupations education programs at both the secondary and postsecondary levels. This module consists of an introduction to prefixes, a list of resources needed, and three learning experiences. Each learning experience contains an…

  13. Online Continuing Medical Education in Saudi Arabia

    ERIC Educational Resources Information Center

    Alwadie, Adnan D.

    2013-01-01

    As the largest country in the Middle East, Saudi Arabia and its health care system are well positioned to embark on an online learning intervention so that health care providers in all areas of the country have the resources for updating their professional knowledge and skills. After a brief introduction, online continuing medical education is…

  14. Making the Continuing Medical Education Lecture Effective.

    ERIC Educational Resources Information Center

    Copeland, H. Liesel; Stoller, James K.; Hewson, Mariana G.; Longworth, David L.

    1998-01-01

    Analysis of responses from 1,221 participants in continuing medical education via lecture, and lecture enhanced with a computerized audience response system (ARS), indicated that more than 85% felt ARS facilitated teaching of clinical reasoning and facts and helped maintain their alertness. ARS-enhanced lectures received significantly higher…

  15. Research and Evaluation in Medical Education

    ERIC Educational Resources Information Center

    Ferris, Helena A.; Collins, Mary E.

    2015-01-01

    The landscape of medical education is continuously evolving, as are the needs of the learner. The appropriate use of research and evaluation is key when assessing the need for change and instituting one's innovative endeavours. This paper demonstrates how research seeks to generate new knowledge, whereas evaluation uses information acquired from…

  16. Academic postgraduate medical education -- an Oxford view.

    PubMed

    Fleming, Kenneth; Pugh, Christopher; Best, Denise

    2014-02-01

    Postgraduate medical education in the UK has gone through a maelstrom of change in the last 20 years; many components have disadvantaged clinical academic training in particular. In this article we summarise some of the changes and describe the advantages of the creation of a dedicated clinical academic graduate school as a response to these changes. PMID:24532742

  17. Shifting Paradigms of Research in Medical Education.

    ERIC Educational Resources Information Center

    Irby, David M.; Edwards, Janine C. Ed.

    1990-01-01

    Medical educators debate which models of scientific research should be applied to problems in academic medicine. The reigning model was derived from the first scientific revolution of Newtonian physics. The emerging model is grounded in the second scientific revolution of Einstein's quantum physics. (Author/MSE)

  18. Emotional Intelligence Medical Education: Measuring the Unmeasurable?

    ERIC Educational Resources Information Center

    Lewis, Natalie J.; Rees, Charlotte E.; Hudson, J. Nicky; Bleakley, Alan

    2005-01-01

    The construct of emotional intelligence (EI) has gained increasing popularity over the last 10 years and now has a relatively large academic and popular associated literature. EI is beginning to be discussed within the medical education literature, where, however, it is treated uncritically. This reflections paper aims to stimulate thought about…

  19. Academic postgraduate medical education -- an Oxford view.

    PubMed

    Fleming, Kenneth; Pugh, Christopher; Best, Denise

    2014-02-01

    Postgraduate medical education in the UK has gone through a maelstrom of change in the last 20 years; many components have disadvantaged clinical academic training in particular. In this article we summarise some of the changes and describe the advantages of the creation of a dedicated clinical academic graduate school as a response to these changes.

  20. Interprofessional education in the integrated medical education and health care system: A content analysis

    PubMed Central

    KHABAZ MAFINEJAD, MAHBOOBEH; AHMADY, SOLEIMAN; SOLTANI ARABSHAHI, SEYYED KAMRAN; BIGDELI, SHOALEH

    2016-01-01

    Introduction The current literature supports the inclusion of inter-professional education in healthcare education. Changes in the structure and nature of the integrated medical education and healthcare system provide some opportunities for interprofessional education among various professions. This study is an attempt to determine the perceptions of students and faculty members about interprofessional education in the context of the medical education and healthcare system. Methods This qualitative content analysis study was conducted using purposeful sampling in 2012. Thirteen semi-structured interviews were conducted with 6 faculty members and 7 students at Tehran and Iran Universities of Medical Sciences. Data collection and analysis were concurrent. Results Data analysis revealed four categories and nine subcategories. The categories emerging from individual interviews were “educational structure”, “mediating factors”, “conceptual understanding”, and “professional identity”. These categories are explained using quotes derived from the data. Conclusion Matching the existing educational context and structure with IPE through removing barriers and planning to prepare the required resources and facilities can solve numerous problems associated with implementation and design of inter-professional training programs in Iran.  In this way, promoting the development of a cooperative rather than a competitive learning and working atmosphere should be taken into account. The present findings will assist the managers and policy makers to consider IPE as a useful strategy in the integrated medical education and healthcare system. PMID:27382577

  1. Medical education and indigent patient care.

    PubMed

    Lyon, Deborah S

    2003-12-01

    The 20th century model of medical education has focused on a network of urban medical centers serving primarily indigent patients in an unspoken contract of medical services in exchange for student and resident education. The improvement in federal and state reimbursement for indigent care services, along with the decline in reimbursement rates from the private sector, has led to competition for these patients from nonacademic providers. As numbers of patients seeking care at urban teaching centers have steadily declined, concerns about adequate teaching volume and revenue generation have led to very creative problem-solving. Bringing marketing concerns into the indigent care environment is not a straightforward undertaking, but the rewards might far exceed the simple goal of "getting our numbers back up." PMID:14613672

  2. [The beginning of western medical education].

    PubMed

    Kee, C D

    1992-01-01

    Our country had quite an advanced system of medical education during the era of the Koryo Kingdom, and during the Choson Dynasty, the Kyong Guk Dae Jon, in which a systematized medical education was clearly described, was compiled in the era of King Sejong. However, the educational system was not for Western medicine. Western medicine was first introduced to our country in the 9th year of King Injo (1631) when Chong Du Won, Yi Yong Jun, etc. returned from Yon Gyong (Beiuin) with Chik Bang Oe Gi. Knowledge of Western medicine was disseminated by Shil Hak (practical learning) scholars who read a translation in Chinese characters, of Chik Bang Oe Gi. Yi Ik (Song Ho), Yi Gyu Gyong (O ju), Choe Han Gi (Hye Gang), Chong Yak Yong (Ta San), etc., read books of Western medicine and introduced in writing the excellent theory of Western medicine. In addition, Yu Hyong Won (Pan Gye), Pak Ji Won (Yon Am), Pak Je Ga (Cho Jong), etc., showed much interest in Western medicine, but no writings by them about western medicine can be found. With the establishment of a treaty of amity with Japan in the 13th year of King Kojong (1876), followed by the succession of amity treaties with Western powers, foreigners including medical doctors were permitted to flow into this country. At that time, doctors Horace N. Allen, W. B. Scranton, John W. Heron, Rosetta Sherwood (Rosetta S. Hall), etc., came to Korea and inaugurated hospitals, where they taught Western medicine to Korean students. Dr. Horace N. Allen, with the permission of king Kojong, established Che Jung Won in April 1885, and in March 1886, he began at the hospital to provide education of Western medicine to Korean students who were recrutied by the Korean Government. However, the education was not conduted on a regular basis, only training them for work as assistants. This is considered to be the pioneer case of Western medical education in this country. Before that time, Japanese medical doctors came to Korea, but there are no

  3. Building capacity in medical education research in Australia.

    PubMed

    Roberts, Chris; Conn, Jennifer J

    2009-07-01

    Medical education research is a relatively new but growing discipline. There is an overall perception of lack of confidence in the quality of the research, which is not entirely justified. The scientific quality of any research is defined by the appropriate application of method to a particular problem. There is a need for programmatic research focused on developing medical education policy. University medical education units need to be research-focused. Medical Deans Australia and New Zealand and the Australian and New Zealand Association of Medical Education (ANZAME: the Association for Health Professional Education) can provide leadership. Funding bodies need to develop their relationship with medical education research.

  4. [New professionalism, medical education and healthcare systems].

    PubMed

    Campos, Alberto Infante

    2011-06-01

    The scope of this paper is to discuss how so-called "new professionalism" can help in how the education of physicians is conducted, by taking into account the effects of globalization both on the situation of health and on the needs of health professionals with particular emphasis on European Union countries, which are engaged in a profound process of reform in university education. To achieve this, first we present the basic concepts of "new professionalism" and the key strategies of current medical education, which is to train physicians capable of dealing with ethical, scientific and professional challenges that are arising at the beginning of this century. The interdependence of reforms in the undergraduate, graduate and ongoing training areas is then emphasized. The challenges and difficulties to be faced when switching to different stages of medical education are then outlined. It was concluded that, notwithstanding recent reforms in medical education, their great complexity and the still limited availability of contrasting assessments of their results, there are strong synergies between the principles and values of the "new professionalism" and the objectives of the reforms.

  5. Getting started in medical education scholarship.

    PubMed

    Cook, David A

    2010-01-01

    Education scholarship and research are critically important in extending our ability to teach and assess effectively. Those considering a scholarly project in medical education should consider the following tips, learned from personal experience and supported by literature: 1) get some training, 2) find a mentor, 3) ask important questions, 4) start small and grow, 5) aim high, 6) don't wait for the perfect study, 7) plan for adequate time and other resources, 8) attend to ethical issues, 9) network with others in the field, and 10) recognize that this is hard work. By following these steps and planning ahead, scholars will be better poised to make meaningful contributions to the art and science of medical education.

  6. Study skills course in medical education for postgraduate residents.

    PubMed

    Bhattarai, M D

    2007-01-01

    The learners have to take active parts in the teaching learning activities. To make them aware and to help them develop the skills required, the need of the study skills course in medical education early in the part of their training has been realized for the postgraduate residents. The important areas of the study skills course focusing in the requirement of clinical components of the postgraduate residents are 1) Interpersonal and communications skills, 2) Teaching, learning and presentation skills, 3) Language, reading and computer use, 4) Evidence based medicine and diagnosis and management, 5) Assessment principles and strategies, 6) Time management strategies to get the best out of the training, 7) Reflection, portfolio and self-directed lifelong learning, and 8) Follow-up presentation. The methodologies that could be used in such study skills course are interactive lectures, brainstorming, presentations by the trainees, demonstration to and by the trainees, small group discussion, group work and presentation, group and individual feedback, practice sessions, role play, short relevant video movies, video recording of the trainees and viewing with feedback. With their already tight training schedule and posting and other similar other mandatory courses required for the postgraduate residents, much time cannot be allocated for the study skills course in medical education alone. Similar study skills course in medical education may need to be arranged for the undergraduate medical students as well.

  7. District nurses' role in managing medication dysphagia.

    PubMed

    Griffith, Richard

    2016-08-01

    A survey commissioned by the Patients Association (2015) has shown that the risky practice of altering solid-form medication to assist patients with swallowing difficulties is a daily occurrence in care homes. District nurses and community matrons who provide care to patients and assist staff in care homes are well-placed to raise awareness of the impact that tampering with tablets has on patient safety. It is essential that district nurses and community matrons discharge their duty of care to patients in care homes by supporting effective medication management that meets the individual needs of those patients. This article considers the legal and professional standards that must inform a district nurse's support of medication management for a patient with swallowing difficulties residing in a care home. PMID:27479856

  8. Radiation Oncology Physics and Medical Physics Education

    NASA Astrophysics Data System (ADS)

    Bourland, Dan

    2011-10-01

    Medical physics, an applied field of physics, is the applications of physics in medicine. Medical physicists are essential professionals in contemporary healthcare, contributing primarily to the diagnosis and treatment of diseases through numerous inventions, advances, and improvements in medical imaging and cancer treatment. Clinical service, research, and teaching by medical physicists benefits thousands of patients and other individuals every day. This talk will cover three main topics. First, exciting current research and development areas in the medical physics sub-specialty of radiation oncology physics will be described, including advanced oncology imaging for treatment simulation, image-guided radiation therapy, and biologically-optimized radiation treatment. Challenges in patient safety in high-technology radiation treatments will be briefly reviewed. Second, the educational path to becoming a medical physicist will be reviewed, including undergraduate foundations, graduate training, residency, board certification, and career opportunities. Third, I will introduce the American Association of Physicists in Medicine (AAPM), which is the professional society that represents, advocates, and advances the field of medical physics (www.aapm.org).

  9. Practical Medical Management of Crohn's Disease

    PubMed Central

    Karaca, Cetin

    2013-01-01

    Crohn's disease is a chronic inflammatory disease of diagnostic and therapeutic challenges. After proper diagnosis, treatment decisions must be made on precise clinical judgment. During the course of the disease there are variable clinical features, so each case must be managed individually. Physicians who care for patients with Crohn's disease should be prepared for treatment options in different states of the disease and possible complications of both the disease and medications. This paper will focus on the management of Crohn's disease. We aim to discuss current treatment options in different presentations of the disease and to provide algorithmic management strategy. PMID:24307950

  10. 21 CFR 880.6315 - Remote Medication Management System.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... 21 Food and Drugs 8 2011-04-01 2011-04-01 false Remote Medication Management System. 880.6315... Miscellaneous Devices § 880.6315 Remote Medication Management System. (a) Identification. A remote medication management system is a device composed of clinical and communications software, a medication delivery...

  11. 21 CFR 880.6315 - Remote Medication Management System.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 21 Food and Drugs 8 2010-04-01 2010-04-01 false Remote Medication Management System. 880.6315... Miscellaneous Devices § 880.6315 Remote Medication Management System. (a) Identification. A remote medication management system is a device composed of clinical and communications software, a medication delivery...

  12. 21 CFR 880.6315 - Remote Medication Management System.

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... 21 Food and Drugs 8 2012-04-01 2012-04-01 false Remote Medication Management System. 880.6315... Miscellaneous Devices § 880.6315 Remote Medication Management System. (a) Identification. A remote medication management system is a device composed of clinical and communications software, a medication delivery...

  13. 21 CFR 880.6315 - Remote Medication Management System.

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ... 21 Food and Drugs 8 2013-04-01 2013-04-01 false Remote Medication Management System. 880.6315... Miscellaneous Devices § 880.6315 Remote Medication Management System. (a) Identification. A remote medication management system is a device composed of clinical and communications software, a medication delivery...

  14. 21 CFR 880.6315 - Remote Medication Management System.

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... 21 Food and Drugs 8 2014-04-01 2014-04-01 false Remote Medication Management System. 880.6315... Miscellaneous Devices § 880.6315 Remote Medication Management System. (a) Identification. A remote medication management system is a device composed of clinical and communications software, a medication delivery...

  15. Modernizing and transforming medical education at the Kilimanjaro Christian Medical University College.

    PubMed

    Lisasi, Esther; Kulanga, Ahaz; Muiruri, Charles; Killewo, Lucy; Fadhili, Ndimangwa; Mimano, Lucy; Kapanda, Gibson; Tibyampansha, Dativa; Ibrahim, Glory; Nyindo, Mramba; Mteta, Kien; Kessi, Egbert; Ntabaye, Moshi; Bartlett, John

    2014-08-01

    The Kilimanjaro Christian Medical University (KCMU) College and the Medical Education Partnership Initiative (MEPI) are addressing the crisis in Tanzanian health care manpower by modernizing the college's medical education with new tools and techniques. With a $10 million MEPI grant and the participation of its partner, Duke University, KCMU is harnessing the power of information technology (IT) to upgrade tools for students and faculty. Initiatives in eLearning have included bringing fiber-optic connectivity to the campus, offering campus-wide wireless access, opening student and faculty computer laboratories, and providing computer tablets to all incoming medical students. Beyond IT, the college is also offering wet laboratory instruction for hands-on diagnostic skills, team-based learning, and clinical skills workshops. In addition, modern teaching tools and techniques address the challenges posed by increasing numbers of students. To provide incentives for instructors, a performance-based compensation plan and teaching awards have been established. Also for faculty, IT tools and training have been made available, and a medical education course management system is now being widely employed. Student and faculty responses have been favorable, and the rapid uptake of these interventions by students, faculty, and the college's administration suggests that the KCMU College MEPI approach has addressed unmet needs. This enabling environment has transformed the culture of learning and teaching at KCMU College, where a path to sustainability is now being pursued. PMID:25072581

  16. Modernizing and transforming medical education at the Kilimanjaro Christian Medical University College.

    PubMed

    Lisasi, Esther; Kulanga, Ahaz; Muiruri, Charles; Killewo, Lucy; Fadhili, Ndimangwa; Mimano, Lucy; Kapanda, Gibson; Tibyampansha, Dativa; Ibrahim, Glory; Nyindo, Mramba; Mteta, Kien; Kessi, Egbert; Ntabaye, Moshi; Bartlett, John

    2014-08-01

    The Kilimanjaro Christian Medical University (KCMU) College and the Medical Education Partnership Initiative (MEPI) are addressing the crisis in Tanzanian health care manpower by modernizing the college's medical education with new tools and techniques. With a $10 million MEPI grant and the participation of its partner, Duke University, KCMU is harnessing the power of information technology (IT) to upgrade tools for students and faculty. Initiatives in eLearning have included bringing fiber-optic connectivity to the campus, offering campus-wide wireless access, opening student and faculty computer laboratories, and providing computer tablets to all incoming medical students. Beyond IT, the college is also offering wet laboratory instruction for hands-on diagnostic skills, team-based learning, and clinical skills workshops. In addition, modern teaching tools and techniques address the challenges posed by increasing numbers of students. To provide incentives for instructors, a performance-based compensation plan and teaching awards have been established. Also for faculty, IT tools and training have been made available, and a medical education course management system is now being widely employed. Student and faculty responses have been favorable, and the rapid uptake of these interventions by students, faculty, and the college's administration suggests that the KCMU College MEPI approach has addressed unmet needs. This enabling environment has transformed the culture of learning and teaching at KCMU College, where a path to sustainability is now being pursued.

  17. [Competency-based assessment in medical education].

    PubMed

    Champin, Denisse

    2014-01-01

    At present, competency-based curriculum is considered to be the most appropriate model in medical education. Much has been written about this model; however, a crucial aspect of the model is the assessment of competency development which is a different point compared to the traditional model of cognitive assessment. Assessment in the context of the competencybased curriculum model must be aligned with the profile of the competencies that the institution offers. This publication reports the evaluation experience in a Medical School of Peru that applies a competency-based curriculum.

  18. Leveraging e-learning in medical education.

    PubMed

    Lewis, Kadriye O; Cidon, Michal J; Seto, Teresa L; Chen, Haiqin; Mahan, John D

    2014-07-01

    e-Learning has become a popular medium for delivering instruction in medical education. This innovative method of teaching offers unique learning opportunities for medical trainees. The purpose of this article is to define the present state of e-learning in pediatrics and how to best leverage e-learning for educational effectiveness and change in medical education. Through addressing under-examined and neglected areas in implementation strategies for e-learning, its usefulness in medical education can be expanded. This study used a systematic database review of published studies in the field of e-learning in pediatric training between 2003 and 2013. The search was conducted using educational and health databases: Scopus, ERIC, PubMed, and search engines Google and Hakia. A total of 72 reference articles were suitable for analysis. This review is supplemented by the use of "e-Learning Design Screening Questions" to define e-learning design and development in 10 randomly selected articles. Data analysis used template-based coding themes and counting of the categories using descriptive statistics.Our search for pediatric e-learning (using Google and Hakia) resulted in six well-defined resources designed to support the professional development of doctors, residents, and medical students. The majority of studies focused on instructional effectiveness and satisfaction. There were few studies about e-learning development, implementation, and needs assessments used to identify the institutional and learners' needs. Reviewed studies used various study designs, measurement tools, instructional time, and materials for e-learning interventions. e-Learning is a viable solution for medical educators faced with many challenges, including (1) promoting self-directed learning, (2) providing flexible learning opportunities that would offer continuous (24h/day/7 days a week) availability for learners, and (3) engaging learners through collaborative learning communities to gain

  19. Leveraging e-learning in medical education.

    PubMed

    Lewis, Kadriye O; Cidon, Michal J; Seto, Teresa L; Chen, Haiqin; Mahan, John D

    2014-07-01

    e-Learning has become a popular medium for delivering instruction in medical education. This innovative method of teaching offers unique learning opportunities for medical trainees. The purpose of this article is to define the present state of e-learning in pediatrics and how to best leverage e-learning for educational effectiveness and change in medical education. Through addressing under-examined and neglected areas in implementation strategies for e-learning, its usefulness in medical education can be expanded. This study used a systematic database review of published studies in the field of e-learning in pediatric training between 2003 and 2013. The search was conducted using educational and health databases: Scopus, ERIC, PubMed, and search engines Google and Hakia. A total of 72 reference articles were suitable for analysis. This review is supplemented by the use of "e-Learning Design Screening Questions" to define e-learning design and development in 10 randomly selected articles. Data analysis used template-based coding themes and counting of the categories using descriptive statistics.Our search for pediatric e-learning (using Google and Hakia) resulted in six well-defined resources designed to support the professional development of doctors, residents, and medical students. The majority of studies focused on instructional effectiveness and satisfaction. There were few studies about e-learning development, implementation, and needs assessments used to identify the institutional and learners' needs. Reviewed studies used various study designs, measurement tools, instructional time, and materials for e-learning interventions. e-Learning is a viable solution for medical educators faced with many challenges, including (1) promoting self-directed learning, (2) providing flexible learning opportunities that would offer continuous (24h/day/7 days a week) availability for learners, and (3) engaging learners through collaborative learning communities to gain

  20. Managing Change in Further Education.

    ERIC Educational Resources Information Center

    Levacic, Rosalind, Ed.; Glatter, Ron, Ed.

    1997-01-01

    This book offers an opportunity to look in depth at the nature of changes in further education (FE) in Britain and how change has been managed: the drivers, the challenges, the constraints, the costs, and the meaning for all those involved in FE. "Introduction: Themes in the Management of Change in Further Education" (Rosalind Levacic) provides an…

  1. ICT and Educational Property Management

    ERIC Educational Resources Information Center

    Desmarais, Gilbert

    2005-01-01

    An international PEB seminar on "Information and Communications Technology and Educational Property Management" was held in Montreal, Canada, from 31 October to 3 November 2004. The aim of this seminar was to examine how information and communications technology (ICT) can be incorporated into educational property management by investigating three…

  2. [International accreditation of medical school towards quality assurance of medical education].

    PubMed

    Yoshioka, Toshimasa; Nara, Nobuo

    2013-01-01

    An internationalization of practical medicine evoked international migrations of medical professionals. Since basic medical education is different among countries, the internationalization required international quality assurance of medical education. Global trend moves toward establishment of international accreditation system based on international standards. The World Federation for Medical Education proposed Global Standards for Quality Improvement as the international standards. Medical schools in Japan have started to establish program evaluation system. The standards which incorporated international standards have been published. The system for accreditation is being considered. An accreditation body, Japan Accreditation Council for Medical Education, is under construction. The accreditation is expected to enhance quality of education in Japan. PMID:24291905

  3. Medical management of chronic stable angina.

    PubMed

    Wee, Yong; Burns, Kylie; Bett, Nicholas

    2015-08-01

    Stable angina pectoris is characterised by typical exertional chest pain that is relieved by rest or nitrates. Risk stratification of patients is important to define prognosis, to guide medical management and to select patients suitable for revascularisation. Medical treatment aims to relieve angina and prevent cardiovascular events. Beta blockers and calcium channel antagonists are first-line options for treatment. Short-acting nitrates can be used for symptom relief. Low-dose aspirin and statins are prescribed to prevent cardiovascular events. PMID:26648642

  4. Medical negligence--prevention and management.

    PubMed

    Chao, T C

    1987-04-01

    The rising spate of malpractice cases against doctors appearing in the press and annual reports of medical insurance companies causes concern. Are our doctors more careless or is the public more conscious of litigation? A well publicized malpractice case can ruin the doctor's career and practice. It is well worth a doctor's while to know the pitfalls and learn how to prevent them, and if a mistake happens, how to manage it. Not all mistakes amount to negligence. How will the court view these cases? Some local cases are cited to illustrate the difference between misadventure and negligence. They will serve as guidelines for good medical practice.

  5. Ototoxic Medications (Medication Effects)

    MedlinePlus

    ... Toggle navigation Careers Certification Publications Events Advocacy Continuing Education Practice Management Research Home / Information for the Public / Hearing and Balance Ototoxic Medications ( ...

  6. Personnel Management in Higher Education.

    ERIC Educational Resources Information Center

    Millett, John D.; And Others

    This document on personnel management in higher education contains three papers that are designed to be used as guidelines for educational administrators. The first two papers, by John D. Millett, discuss the scope and problems of higher education administration and the problems associated with collective bargaining and tenure on college campuses.…

  7. In-Flight Personalized Medication Management

    NASA Technical Reports Server (NTRS)

    Peletskaya, E.; Griko, Y. V.

    2016-01-01

    , technologies capable of predicting and managing medication side effects, interactions, and toxicity of drugs during spaceflight are needed. We propose to develop and customize for NASAs applications available on the market Personalized Prescribing System (PPS) that would provide a comprehensive, non-invasive solution for safer, targeted medication management for every crew member resulting in safer and more effective treatment and, consequently, better performance. PPS will function as both decision support and record-keeping tool for flight surgeons and astronauts in applying the recommended medications for situations arising in flight. The information on individual drug sensitivity will translate into personalized risk assessment for adverse drug reactions and treatment failures for each drug from the medication kit as well as predefined outcome of any combination of them. Dosage recommendations will also be made individually. The mobile app will facilitate ease of use by crew and medical professionals during training and flight missions.

  8. Undergraduate medical education in emergency medical care: A nationwide survey at German medical schools

    PubMed Central

    Beckers, Stefan K; Timmermann, Arnd; Müller, Michael P; Angstwurm, Matthias; Walcher, Felix

    2009-01-01

    Background Since June 2002, revised regulations in Germany have required "Emergency Medical Care" as an interdisciplinary subject, and state that emergency treatment should be of increasing importance within the curriculum. A survey of the current status of undergraduate medical education in emergency medical care establishes the basis for further committee work. Methods Using a standardized questionnaire, all medical faculties in Germany were asked to answer questions concerning the structure of their curriculum, representation of disciplines, instructors' qualifications, teaching and assessment methods, as well as evaluation procedures. Results Data from 35 of the 38 medical schools in Germany were analysed. In 32 of 35 medical faculties, the local Department of Anaesthesiology is responsible for the teaching of emergency medical care; in two faculties, emergency medicine is taught mainly by the Department of Surgery and in another by Internal Medicine. Lectures, seminars and practical training units are scheduled in varying composition at 97% of the locations. Simulation technology is integrated at 60% (n = 21); problem-based learning at 29% (n = 10), e-learning at 3% (n = 1), and internship in ambulance service is mandatory at 11% (n = 4). In terms of assessment methods, multiple-choice exams (15 to 70 questions) are favoured (89%, n = 31), partially supplemented by open questions (31%, n = 11). Some faculties also perform single practical tests (43%, n = 15), objective structured clinical examination (OSCE; 29%, n = 10) or oral examinations (17%, n = 6). Conclusion Emergency Medical Care in undergraduate medical education in Germany has a practical orientation, but is very inconsistently structured. The innovative options of simulation technology or state-of-the-art assessment methods are not consistently utilized. Therefore, an exchange of experiences and concepts between faculties and disciplines should be promoted to guarantee a standard level of education

  9. Alternatives in Medical Education: Non-Animal Methods.

    ERIC Educational Resources Information Center

    Carlson, Peggy, Ed.

    The technology explosion in medical education has led to the use of computer models, videotapes, interactive videos, and state-of-the-art simulators in medical training. This booklet describes alternatives to using animals in medical education. Although it is mainly intended to describe products applicable to medical school courses, high-quality,…

  10. Autopsy and medical education: a review.

    PubMed Central

    Charlton, R

    1994-01-01

    During the twentieth century there has been a decline in the rate of autopsies performed. A review of the literature reveals reasons for this decline which include: an improvement in the medical diagnostic technology available; inadequate training of doctors as to the importance of autopsy; and difficulties in obtaining consent from relatives and the present use of audit. Recommendations for changes in medical education are made which include: a greater appreciation of the procedure as a useful investigation tool; the development of attitudes towards death; and improving communication skills with the bereaved. Recommendations are also made regarding education of the public, awareness of differences in cultural attitudes, the role of leaflets, the post-autopsy conference and the place of audit. PMID:8182683

  11. Defending diversity: affirmative action and medical education.

    PubMed Central

    DeVille, K

    1999-01-01

    Affirmative action programs of all types are under attack legally and politically. Although medical schools have not been specifically targeted, their affirmative action programs, like others in higher education, are potentially in danger. This article examines the current legal status of affirmative action in medical education and concludes that a refurbished defense of such programs is essential if they are to survive impending judicial and political scrutiny. An analysis of existing case law and available evidence suggests that a carefully reinvigorated diversity argument is the tactic most likely to pass constitutional muster, as well as the justification most likely to blunt growing public and political opposition to admissions policies that take race and ethnicity into consideration. PMID:10432920

  12. An Overview of Undergraduate Physiology Education in Turkish Medical Faculties

    ERIC Educational Resources Information Center

    Balkanci, Z. Dicle; Pehlivanoglu, Bilge

    2008-01-01

    Physiology education, which occupies an important place in undergraduate medical education, exhibits diversities across the world. Since there was no specific source of information about physiology education in Turkish medical faculties, the authors aimed to evaluate the general status of undergraduate physiology teaching of medical students in…

  13. Judicious Use of Simulation Technology in Continuing Medical Education

    ERIC Educational Resources Information Center

    Curtis, Michael T.; DiazGranados, Deborah; Feldman, Moshe

    2012-01-01

    Use of simulation-based training is fast becoming a vital source of experiential learning in medical education. Although simulation is a common tool for undergraduate and graduate medical education curricula, the utilization of simulation in continuing medical education (CME) is still an area of growth. As more CME programs turn to simulation to…

  14. A Rational Public Policy for Medical Education and Its Financing.

    ERIC Educational Resources Information Center

    Millis, John S.

    During the past 5 years, the National Fund for Medical Education has viewed with concern the deepening crisis in medical education. The purpose of this book is to inform people of the need for a change in policy that the crisis might be alleviated. Chapter 1 deals with public policy and medical education and includes a history of the role of the…

  15. Medical Education, 1922-1924. Bulletin, 1925, No. 31

    ERIC Educational Resources Information Center

    Colwell, N. P.

    1925-01-01

    This bulletin documents: (1) a quarter century's progress in medical education, including inadequate governmental control over medical education, action by a voluntary agency, legal power v. publicity, greatly enlarged teaching plants, hospitals as related to medical education, hospital internships, and the hospital as an important educational…

  16. Survey of physician leadership and management education.

    PubMed

    Scott, H M; Tangalos, E G; Blomberg, R A; Bender, C E

    1997-07-01

    Health-care organizations have recognized the need to prepare physicians for various leadership and management positions within their own institutions. In the past, those who desired further education had to search beyond the boundaries of their practice to fulfill this need. The demands of a dynamic and changing health-care environment have created increased pressure on organizations to develop a larger cadre of physician leaders and managers among their staff and to accomplish this outcome in a cost-effective, efficient manner. This article examines the results from a survey of leading medical institutions on the existence of in-house leadership and management educational programming. It also documents the approaches used by the responding organizations and the content of their course work. Numerous institutions are accepting the challenge for increased physician expertise in leadership and management by developing their own in-house programs. Future directions for Mayo initiatives in succession planning will be obtained from this benchmark survey.

  17. University medical education in Kenya: The challenges.

    PubMed

    Ndetei, David M; Mathai, Muthoni; Khasakhala, Lincoln I; Mutiso, Victoria; Mbwayo, Anne W

    2010-01-01

    There are two medical schools training doctors in Kenya: the Moi University established in 1984 and the University of Nairobi established in 1967. The University of Nairobi has so far produced the majority of Kenyan doctors. Both are public universities with the Government being the main financier. The increased demand for university education and the inability to meet these demands has led to the introduction of a system of training self-sponsored medical students alongside Government-subsidised students. One other public university has started a medical school. The pressure to increase the number of schools and students in the absence of increased resources poses a particular challenge to the country. PMID:20854156

  18. The Impact of Education Reform: An Asian Medical School's Experience.

    PubMed

    Koh, Gerald Ch; Lee, Jeremy Ne; Agrawal, Neelima; Tam, John Kc; Samarasekera, Dujeepa; Koh, Dow Rhoon; Wong, John El; Tan, Chay Hoon

    2016-05-01

    This study assessed the effectiveness of education reforms on student-reported learning outcomes at the end of the 5-year medical school (M5) and 1-year internship (HO) in 2006, 2007 and 2008. A self-administered anonymous survey with 17 learning outcomes assessed, derived from Harden's Three-Circle Outcomes Model for outcomes-based education, was administered to 683 students at the end of medical school (M5) and internship (HO) from 2006, 2007 and 2008. We identified learning outcomes which changed significantly for internship (Cohorts A, B and C) and medical school (Cohorts B, C and D) between cohorts from 2006 to 2008, and compared learning outcomes between medical school and internship within cohorts (i.e. Cohort B which was M5 in 2006 and HO in 2007; Cohort C which was M5 in 2007 and HO in 2008). The proportion of students who agreed that medical school helped them achieve learning outcomes increased significantly from 2006 to 2008 for 15 out of 17 learning outcomes assessed. The proportion of students who agreed that internship helped them achieve learning outcomes increased significantly from 2006 to 2008 for 6 learning outcomes assessed. For Cohorts B and C, internship was more effective than medical school in achieving 8 learning outcomes. Cohort C reported that internship was more effective than medical school in 3 additional learning outcomes than Cohort B: patient management, humility and dedication. We conclude that a successful journey of education reform is an ongoing process that needs to comprehensively address multifaceted components such as faculty, administration and curriculum. PMID:27383719

  19. Medical student disaster medicine education: the development of an educational resource

    PubMed Central

    Domres, Bernd D.; Stahl, Wolfgang; Bauer, Andreas; Houser, Christine M.; Himmelseher, Sabine

    2010-01-01

    Background Disaster medicine education is an enormous challenge, but indispensable for disaster preparedness. Aims We aimed to develop and implement a disaster medicine curriculum for medical student education that can serve as a peer-reviewed, structured educational guide and resource. Additionally, the process of designing, approving and implementing such a curriculum is presented. Methods The six-step approach to curriculum development for medical education was used as a formal process instrument. Recognized experts from professional and governmental bodies involved in disaster health care provided input using disaster-related physician training programs, scientific evidence if available, proposals for education by international disaster medicine organizations and their expertise as the basis for content development. Results The final course consisted of 14 modules composed of 2-h units. The concepts of disaster medicine, including response, medical assistance, law, command, coordination, communication, and mass casualty management, are introduced. Hospital preparedness plans and experiences from worldwide disaster assistance are reviewed. Life-saving emergency and limited individual treatment under disaster conditions are discussed. Specifics of initial management of explosive, war-related, radiological/nuclear, chemical, and biological incidents emphasizing infectious diseases and terrorist attacks are presented. An evacuation exercise is completed, and a mass casualty triage is simulated in collaboration with local disaster response agencies. Decontamination procedures are demonstrated at a nuclear power plant or the local fire department, and personal decontamination practices are exercised. Mannequin resuscitation is practiced while personal protective equipment is utilized. An interactive review of professional ethics, stress disorders, psychosocial interventions, and quality improvement efforts complete the training. Conclusions The curriculum offers

  20. Computer science education for medical informaticians.

    PubMed

    Logan, Judith R; Price, Susan L

    2004-03-18

    The core curriculum in the education of medical informaticians remains a topic of concern and discussion. This paper reports on a survey of medical informaticians with Master's level credentials that asked about computer science (CS) topics or skills that they need in their employment. All subjects were graduates or "near-graduates" of a single medical informatics Master's program that they entered with widely varying educational backgrounds. The survey instrument was validated for face and content validity prior to use. All survey items were rated as having some degree of importance in the work of these professionals, with retrieval and analysis of data from databases, database design and web technologies deemed most important. Least important were networking skills and object-oriented design and concepts. These results are consistent with other work done in the field and suggest that strong emphasis on technical skills, particularly databases, data analysis, web technologies, computer programming and general computer science are part of the core curriculum for medical informatics.

  1. Teaching older adults to self-manage medications: preventing adverse drug reactions.

    PubMed

    Curry, Linda Cox; Walker, Charles; Hogstel, Mildred O; Burns, Paulette

    2005-04-01

    Older adults use more prescription and OTC medications than any other age group. Because their medication regimens often are complicated by many medications and different doses, times, and administration methods, older adults are at high risk for medication mismanagement. The most common errors associated with medication mismanagement include mixing OTC and prescription medications, discontinuing prescriptions, taking wrong dosages, using incorrect techniques, and consuming inappropriate foods with specific medications. Both human and environmental factors contribute to medication mismanagement among older adults. Human factors include faulty communication between the health care provider and the patient; the patient's lack of knowledge; ADRs; alcohol-drug interactions; use of OTC medications and herbal products; cognitive, sensory, and motor impairments; and polypharmacy. Environmental factors include high cost of prescribed medications, improper medication storage, and absence of clearly marked expiration dates. Nurses need to take advantage of both formal and informal teaching opportunities in all settings to prepare a patient for medication self-management. Teaching should be individualized and based on a thorough assessment of the patient's abilities to administer medication safely and the specific medication regimen. By involving older adults as active partners in their health care, many errors and medication-related health problems can be prevented. New technologies and devices have the potential for improving the patient's self-management of medications. The role of nurses in educating older adults and their families about proper medication management is vital. PMID:15839523

  2. Role of Medical Management for Uterine Leiomyomas.

    PubMed

    Kashani, Banafsheh N; Centini, Gabriele; Morelli, Sara S; Weiss, Gerson; Petraglia, Felice

    2016-07-01

    Uterine leiomyomas, or fibroids, are the most common benign tumor in reproductive aged women. Affected women may remain asymptomatic or may report symptoms related to abnormal uterine bleeding, infertility, or pelvic pain and pressure. Depending on a patient's symptomatology and reproductive plans, treatment options include expectant management, medical management (hormonal and non-hormonal), or surgical management (myomectomy or hysterectomy). In those wishing to defer surgical management, non-hormonal therapies such as non-steroidal anti-inflammatory drugs and tranexamic acid have been shown to decrease menstrual blood loss. In patients with more symptomatic leiomyomas, hormonal therapies such as gonadotropin-releasing hormone agonists and selective progesterone receptor modulators are effective at reducing leiomyoma volume, uterine size, and menstrual blood loss. This manuscript will detail the available and emerging hormonal and non-hormonal treatments for symptomatic uterine leiomyomas. PMID:26796059

  3. Twelve Tips for teaching medical professionalism at all levels of medical education.

    PubMed

    Al-Eraky, Mohamed Mostafa

    2015-01-01

    Review of studies published in medical education journals over the last decade reveals that teaching medical professionalism is essential, yet challenging. According to a recent Best Evidence in Medical Education (BEME) guide, there is no consensus on a theoretical or practical model to integrate the teaching of professionalism into medical education. The aim of this article is to outline a practical manual for teaching professionalism at all levels of medical education. Drawing from research literature and author's experience, Twelve Tips are listed and organised in four clusters with relevance to (1) the context, (2) the teachers, (3) the curriculum, and (4) the networking. With a better understanding of the guiding educational principles for teaching medical professionalism, medical educators will be able to teach one of the most challenging constructs in medical education.

  4. Cost management of medical equipment maintenance.

    PubMed

    Rocha, L S; Bassani, J W M

    2004-01-01

    In the present study we combine Activity Based Costing (ABC) with a microprocess-based custom-made management system used to control of the medical equipment maintenance service performed by a clinical engineering group in a public health institution in Brazil. Results show the cost of service orders calculated through the allocation of the expenditure per cost center to activities performed during the year 2003. As this model can estimate how the activities affect profitability, managers can use ABC information to interpret possible strategies needed to investigate the viability of cost minimization.

  5. Cost management of medical equipment maintenance.

    PubMed

    Rocha, L S; Bassani, J W M

    2004-01-01

    In the present study we combine Activity Based Costing (ABC) with a microprocess-based custom-made management system used to control of the medical equipment maintenance service performed by a clinical engineering group in a public health institution in Brazil. Results show the cost of service orders calculated through the allocation of the expenditure per cost center to activities performed during the year 2003. As this model can estimate how the activities affect profitability, managers can use ABC information to interpret possible strategies needed to investigate the viability of cost minimization. PMID:17271045

  6. Medical management update: Non-Hodgkin lymphoma.

    PubMed

    Mawardi, Hani; Cutler, Corey; Treister, Nathaniel

    2009-01-01

    Lymphoma is a heterogeneous malignancy of the lymphatic system characterized by proliferation of lymphoid cells or their precursors. Non-Hodgkin lymphoma (NHL) is associated with significant morbidity and is the seventh leading cause of death in the United States. Manifestations of NHL as well as complications of the disease and its management are frequently encountered in the head and neck region and often require specific treatment and modifications in the provision of oral health care. The purpose of this article is to review current concepts of the pathophysiology, as well as medical and oral health care management of NHL. PMID:19101479

  7. The Medical Education and Best Practice in Orthopedic Patient Care in Poland.

    NASA Astrophysics Data System (ADS)

    Rosiek, Anna; Leksowski, Krzysztof

    2012-07-01

    The leadership organization focuses on education, teamwork, customer relationship and developing strategy which help in building added value, in managing activities, time and quality. Everyday orthopedic experience shows that medical education is a mixture of: specific knowledge, skills and attitudes of people working together, and that creates effective teamwork in a hospital environment. Apart from the main reason of medical education, teaching about disease treatment and health problem solving, medical education should also concentrate on human factors and behavioral aspects of patient treatment in hospital.Assessment of an organization and medical education process by cultural and teamwork criteria, offers a powerful new way to think about performance at the frontlines of healthcare and in the future it could be gold standard for assessing the success of an organization, and standards in medical education, not only in orthopedics.

  8. The impact of E-learning in medical education.

    PubMed

    Ruiz, Jorge G; Mintzer, Michael J; Leipzig, Rosanne M

    2006-03-01

    The authors provide an introduction to e-learning and its role in medical education by outlining key terms, the components of e-learning, the evidence for its effectiveness, faculty development needs for implementation, evaluation strategies for e-learning and its technology, and how e-learning might be considered evidence of academic scholarship. E-learning is the use of Internet technologies to enhance knowledge and performance. E-learning technologies offer learners control over content, learning sequence, pace of learning, time, and often media, allowing them to tailor their experiences to meet their personal learning objectives. In diverse medical education contexts, e-learning appears to be at least as effective as traditional instructor-led methods such as lectures. Students do not see e-learning as replacing traditional instructor-led training but as a complement to it, forming part of a blended-learning strategy. A developing infrastructure to support e-learning within medical education includes repositories, or digital libraries, to manage access to e-learning materials, consensus on technical standardization, and methods for peer review of these resources. E-learning presents numerous research opportunities for faculty, along with continuing challenges for documenting scholarship. Innovations in e-learning technologies point toward a revolution in education, allowing learning to be individualized (adaptive learning), enhancing learners' interactions with others (collaborative learning), and transforming the role of the teacher. The integration of e-learning into medical education can catalyze the shift toward applying adult learning theory, where educators will no longer serve mainly as the distributors of content, but will become more involved as facilitators of learning and assessors of competency.

  9. Medical ethics contributes to clinical management: teaching medical students to engage patients as moral agents

    PubMed Central

    Caldicott, Catherine V; Danis, Marion

    2013-01-01

    OBJECTIVES In order to teach medical students to engage more fully with patients, we offer ethics education as a tool to assist in the management of patient health issues. METHODS We propose that many dilemmas in clinical medicine would benefit by having the doctor embark on an iterative reasoning process with the patient. Such a process acknowledges and engages the patient as a moral agent. We recommend employing Kant’s ethic of respect and a more inclusive definition of patient autonomy drawn from philosophy and clinical medicine, rather than simply presenting dichotomous choices to patients, which represents a common, but often suboptimal, means of approaching both medical and moral concerns. DISCUSSION We describe how more nuanced teaching about the ethics of the doctor–patient relationship might fit into the medical curriculum and offer practical suggestions for implementing a more respectful, morally engaged relationship with patients that should assist them to achieve meaningful health goals. PMID:19250356

  10. [A survey of medical information education in radiological technology schools].

    PubMed

    Ohba, Hisateru; Ogasawara, Katsuhiko; Hoshino, Shuhei; Hosoba, Minoru; Okuda, Yasuo; Konishi, Yasuhiko; Ikeda, Ryuji

    2010-08-20

    The purpose of this study was to clarify actual conditions and problems in medical information education and to propose the educational concept to be adopted in medical information. A questionnaire survey was carried out by the anonymous method in June 2008. The survey was intended for 40 radiological technology schools. The questionnaire items were as follows: (1) educational environment in medical information education, (2) content of a lecture in medical information, (3) problems in medical information education. The response rate was 55.0% (22 schools). Half of the responding schools had a laboratory on medical information. Seventeen schools had a medical information education facility, and out of them, approximately 50% had an educational medical information system. The main problems of the medical information education were as follows: (a) motivation of the students is low, (b) the educational coverage and level for medical information are uncertain, (c) there are not an appropriate textbook and educational guidance. In conclusion, these findings suggest that it is necessary to have a vision of medical information education in the education of radiological technologists.

  11. Refocusing medical education reform: beyond the how.

    PubMed

    Salmon, Marla; Williams, David; Rhee, Kyu

    2015-02-01

    Integration of the basic and clinical sciences has been at the heart of medical education reform efforts for nearly a century. Neither the rate nor magnitude of actual progress suggests that reform is anywhere near completion, which presents a challenge to educators to seek ways to overcome significant obstacles to change. Robin Hopkins and colleagues, authors of the Perspective in this issue of Academic Medicine that has prompted this invited Commentary, are among those proposing interesting and useful answers to why integration has not been better achieved. This Commentary affirms the importance of finding better ways to accomplish curricular reform, while contending that real curricular reform must move well beyond the integration of basic and clinical sciences. Drawing from the 2014 report of the Robert Wood Johnson Foundation's Commission to Build a Healthier America, the authors cite evidence of significant disparities and growing health challenges facing Americans today. They discuss three key recommendations from the report: attending to early childhood experiences, providing healthy choices within communities, and, particularly, rethinking the education of health professionals. Next, the authors detail the implications of these recommendations for medical education, stressing both the urgency and importance of moving to adopt these as directions for real reform that will address today's health care challenges. PMID:25140530

  12. Virtual reality in medical education and assessment

    NASA Technical Reports Server (NTRS)

    Sprague, Laurie A.; Bell, Brad; Sullivan, Tim; Voss, Mark; Payer, Andrew F.; Goza, Stewart Michael

    1994-01-01

    The NASA Johnson Space Center (JSC)/LinCom Corporation, the University of Texas Medical Branch at Galveston (UTMB), and the Galveston Independent School District (GISD) have teamed up to develop a virtual visual environment display (VIVED) that provides a unique educational experience using virtual reality (VR) technologies. The VIVED end product will be a self-contained educational experience allowing students a new method of learning as they interact with the subject matter through VR. This type of interface is intuitive and utilizes spatial and psychomotor abilities which are now constrained or reduced by the current two dimensional terminals and keyboards. The perpetual challenge to educators remains the identification and development of methodologies which conform the learners abilities and preferences. The unique aspects of VR provide an opportunity to explore a new educational experience. Endowing medical students with an understanding of the human body poses some difficulty challenges. One of the most difficult is to convey the three dimensional nature of anatomical structures. The ideal environment for addressing this problem would be one that allows students to become small enough to enter the body and travel through it - much like a person walks through a building. By using VR technology, this effect can be achieved; when VR is combined with multimedia technologies, the effect can be spectacular.

  13. Anatomy education in a changing medical curriculum.

    PubMed

    Drake, R L

    1999-08-01

    How we educate students in the first two years of medical school is changing at many institutions. Effective medical education should be viewed as a continuum, integration of the basic sciences and clinical medicine should occur throughout the curriculum, and self-directed, life-long learning should be emphasized. Curricular revision may be appropriate if these fundamental concepts are absent. The principles of three curricular models are discussed: traditional, problem-based, and systems-oriented. The ideal curriculum may draw from each of these: A truly integrated curriculum. However, the curricular model chosen must meet the needs of the institution and its students. As anatomists we should not shy away from this process of change. With progressive educational approaches, we can be leaders in this climate of curricular reform. Anatomy courses are laboratory based and the laboratory is an outstanding small group, faculty/student interactive opportunity. However, we must show flexibility and innovation in our educational approaches whatever the curricular design being proposed. PMID:10496094

  14. Anatomy education in a changing medical curriculum.

    PubMed

    Drake, R L

    1998-02-01

    How we educate students in the first two years of medical school is changing at many institutions. Effective medical education should be viewed as a continuum, integration of the basic sciences and clinical medicine should occur throughout the curriculum, and self-directed, life-long learning should be emphasized. Curricular revision may be appropriate if these fundamental concepts are absent. The principles of three curricular models are discussed: traditional, problem-based, and systems-oriented. The ideal curriculum may draw from each of these: A truly integrated curriculum. However, the curricular model chosen must meet the needs of the institution and its students. As anatomists we should not shy away from this process of change. With progressive educational approaches, we can be leaders in this climate of curricular reform. Anatomy courses are laboratory based and the laboratory is an outstanding small group, faculty/student interactive opportunity. However, we must show flexibility and innovation in our educational approaches whatever the curricular design being proposed. PMID:9556023

  15. Medical Education 1926-1928. Bulletin, 1929, No. 10

    ERIC Educational Resources Information Center

    Colwell, N. P.

    1929-01-01

    This bulletin reports on the status of medical education in the United States for the years 1926-1928. During the past two years the number of medical schools recognized by the American Medical Association has been reduced from 80 to 74. Reports to the American Medical Association show that the enrollment of medical students has increased from…

  16. Systems That Teach: Medical Education and the Future Healthcare Workforce

    ERIC Educational Resources Information Center

    Bennett, Elisabeth E.; Higgens, Thomas L.

    2016-01-01

    Physician education has followed relatively rigid guidelines since the Flexner report of 1910. Medical education has been largely didactic with time-based progression and certifying exams, and with variable degrees of autonomy and supervision in graduate (post MD/DO degree) medical education programs. Innovative educational approaches now…

  17. [Application of information management system about medical equipment].

    PubMed

    Hang, Jianjin; Zhang, Chaoqun; Wu, Xiang-Yang

    2011-05-01

    Based on the practice of workflow, information management system about medical equipment was developed and its functions such as gathering, browsing, inquiring and counting were introduced. With dynamic and complete case management of medical equipment, the system improved the management of medical equipment. PMID:21954586

  18. [Application of information management system about medical equipment].

    PubMed

    Hang, Jianjin; Zhang, Chaoqun; Wu, Xiang-Yang

    2011-05-01

    Based on the practice of workflow, information management system about medical equipment was developed and its functions such as gathering, browsing, inquiring and counting were introduced. With dynamic and complete case management of medical equipment, the system improved the management of medical equipment.

  19. 28 CFR 549.63 - Initial medical evaluation and management.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 28 Judicial Administration 2 2010-07-01 2010-07-01 false Initial medical evaluation and management... MANAGEMENT MEDICAL SERVICES Hunger Strikes, Inmate § 549.63 Initial medical evaluation and management. (a... hunger strike: (1) Measure and record height and weight; (2) Take and record vital signs; (3)...

  20. 28 CFR 549.63 - Initial medical evaluation and management.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 28 Judicial Administration 2 2013-07-01 2013-07-01 false Initial medical evaluation and management... MANAGEMENT MEDICAL SERVICES Hunger Strikes, Inmate § 549.63 Initial medical evaluation and management. (a... hunger strike: (1) Measure and record height and weight; (2) Take and record vital signs; (3)...

  1. [Quality assessment of continuing medical education].

    PubMed

    Lipp, M

    1996-04-01

    Medical performance is subject to quality control. Continuous advanced training (CAT) and continuous medical education (CME) are essential, and quality must be checked and assured: structure (contents, organizational form, framework, term, demands on teachers), process (term of the CAT, interaction between teachers and participants) and results (satisfaction and acceptance, increased knowledge, influence on medical treatment, improvement of the success rate of medical treatment. In emergency medicine one must differentiate between the necessity for CAT (e.g., certified proof required for working as an emergency physician) and a desire for CME (the individual task of the physician). The diversity of forms of CAT/CME reflects the different individual requirements. Using the new German guidelines to obtain qualification as an emergency physician, "Fachkundenachweises Rettungsdienst" offers measures for quality assessment and assurance can be obtained. STRUCTURE QUALITY: The recommendations for obtaining the "Fachkundenachweis Rettungsdienst" which have been valid until now date from the year 1983 and were set fourth explained very differently in the individual countries medical boards. This led to problems in the comparability of the essential CAT. The quality of the structure has now been improved by establishing new minimum requirements for clinical activity, specification of particular knowledge, number of supervised calls for the emergency car as well as participation in interdisciplinary CAT courses, dealing with general and special aspects of emergency medicine. The aim of these measures is not the (senseless) regimentation of CAT training measures, but the qualified transfer of specific medical knowledge and treatment guidelines. PROCESS QUALITY: On qualifying, hardly any physician has any didactic and/or rhetorical education; the physician must make a personal effort to obtain a qualification of this kind. Conventional and commonly practised forms of learning

  2. Medical education reimagined: a call to action.

    PubMed

    Prober, Charles G; Khan, Salman

    2013-10-01

    The authors propose a new model for medical education based on the "flipped classroom" design. In this model, students would access brief (~10 minute) online videos to learn new concepts on their own time. The content could be viewed by the students as many times as necessary to master the knowledge in preparation for classroom time facilitated by expert faculty leading dynamic, interactive sessions where students can apply their newly mastered knowledge.The authors argue that the modern digitally empowered learner, the unremitting expansion of biomedical knowledge, and the increasing specialization within the practice of medicine drive the need to reimagine medical education. The changes that they propose emphasize the need to define a core curriculum that can meet learners where they are in a digitally oriented world, enhance the relevance and retention of knowledge through rich interactive exercises, and facilitate in-depth learning fueled by individual students' aptitude and passion. The creation and adoption of this model would be meaningfully enhanced by cooperative efforts across medical schools.

  3. The moral education of medical students.

    PubMed

    Coles, R

    1998-01-01

    The author begins his essay by discussing George Eliot's novel Middlemarch, in which a doctor, early in his career, wanders from his idealistic commitment to serving the poor. Although he establishes a prominent practice, he considers himself a failure because "he had not done what he once meant to do." The essay explores how many of us (physicians included) forsake certain ideals or principles--not in one grand gesture, but in moment-to-moment decisions, in day-to-day rationalizations and self-deceptions, until we find ourselves caught in lives whose implications we have long ago stopped examining, never mind judging. Medical education barrages students with information, fosters sometimes ruthless competition, and perpetuates rote memorization and an obsession with test scores--all of which stifle moral reflection. Apart from radically rethinking medical education (doing away with the MCAT, for example, as Lewis Thomas proposed), how can we teach students to consider what it means to be a good doctor? Calling upon the work of Eliot, Walker Percy, and others, the author discusses how the study of literature can broaden and deepen the inner lives of medical students and encourage moral reflectiveness.

  4. The need for evidence in medical education: the development of best evidence medical education as an opportunity to inform, guide, and sustain medical education research.

    PubMed

    Dauphinee, W Dale; Wood-Dauphinee, Sharon

    2004-10-01

    The development of the Best Evidence Medical Education (BEME) Collaboration is introduced in the context of other systematic review initiatives, specifically the Cochrane and Campbell collaborations. The commentary addresses two goals: to describe the current status of BEME and to situate BEME in the broader context of the medical education community's need to be accountable, to conduct research to understand educational processes and results, and the key role that medical educational research must play within the quality-improvement agenda. Lessons drawn from the evidence-based practice movement of the last ten years and the current experience with BEME suggest that, although BEME will inform some educational policies and practices, its initial success may be limited because of the paucity of studies that meet current standards for evidence and the great difficulty in conducting methodologically rigorous studies in the complex social interaction called education. Nonetheless, the need exists for medical education research to continue to address key issues in medical education using experimental designs, while at the same time anticipating the need for more situation-specific data to permit educators to monitor and benchmark their existing programs within a quality-improvement and accountability framework. The authors conclude that the very nature of being professional in today's social and fiscal context demands that medical educators provide evidence of effectiveness and efficiency of their programs while at the same time BEME and medical education research continue to grow and mature.

  5. The relationship between learning organization and organizational commitment among nursing managers in educational hospitals of Isfahan University of Medical Sciences in 2008-9

    PubMed Central

    Yaghoubi, Maryam; Raeisi, Ahmad Reza; Afshar, Mina; Yarmohammadian, Mohammad Hossein; Hasanzadeh, Akbar; Javadi, Marzi; Ansary, Maryam

    2010-01-01

    BACKGROUND: Old methods of administrating can’t cover the rapid changes of today. These changes redounded new organizations like learning organizations to be formed. The purpose of this research was to study the relationship between learning organization and organizational commitment among nursing managers. METHODS: This was a descriptive analytic survey. The population of study included 90 nursing managers of 9 educational hospitals. Data gathering was done via learning organizational (LO) and organizational commitment (OC) questionnaires. Data analysis was done using SPSS software. RESULTS: The mean score of LO was 56.9 ± 18.1 among nursing mangers, and the mean score of OC was 62.3 ± 10.1. In general, there was a significant relationship between LO and OC and there was a significant relationship between LO and job experience based on ANOVA test. CONCLUSIONS: In today’s changing environment of very rapid changes which have been seen in different areas of science and technology and the increasing complexity and dynamics of environmental factors, only organizations with active adaptation (dynamic equilibrium) can survive and remain capable of growth. This aim can be fulfilled just in learning organizations. PMID:21589785

  6. Pain Medication Management Processes Used by Oncology Outpatients and Family Caregivers Part I: Health Systems Contexts

    PubMed Central

    Schumacher, Karen L.; Plano Clark, Vicki L.; West, Claudia M.; Dodd, Marylin J.; Rabow, Michael W.; Miaskowski, Christine

    2014-01-01

    Context Oncology patients with persistent pain treated in outpatient settings and their family caregivers have significant responsibility for managing pain medications. However, little is known about their practical, day-to-day experiences with pain medication management. Objective To describe day-to-day pain medication management from the perspectives of oncology outpatients and their family caregivers who participated in a randomized clinical trial of a psycho-educational intervention called the Pro-Self© Plus Pain Control Program. In this article, we focus on pain medication management by patients and family caregivers in the context of multiple, complex health systems. Methods We qualitatively analyzed audio-recorded intervention sessions that included extensive dialogue between patients, family caregivers, and nurses about pain medication management during the 10-week intervention. Results The health systems context for pain medication management included multiple complex systems for clinical care, reimbursement, and regulation of analgesic prescriptions. Pain medication management processes particularly relevant to this context were getting prescriptions and obtaining medications. Responsibilities that fell primarily to patients and family caregivers included facilitating communication and coordination among multiple clinicians, overcoming barriers to access, and serving as a final safety checkpoint. Significant effort was required of patients and family caregivers to insure safe and effective pain medication management. Conclusion Health systems issues related to access to needed analgesics, medication safety in outpatient settings, and the effort expended by oncology patients and their family caregivers require more attention in future research and healthcare reform initiatives. PMID:24704800

  7. Graduate Medical Education: Its Role in Achieving a True Medical Education Continuum.

    PubMed

    Aschenbrener, Carol A; Ast, Cori; Kirch, Darrell G

    2015-09-01

    Nearly half a century ago, Lowell T. Coggeshall recommended, through what has come to be known as the Coggeshall Report, that physician education-medical school (or undergraduate medical education [UME]), residency training (or graduate medical education [GME]), and continuing medical education (CME)-be "planned and provided as a continuum." While the dream of a true continuum remains unfulfilled, recent innovations focused on defining and assessing meaningful outcomes at last offer the anchor for the creation of a seamless, flexible, and ongoing pathway for the preparation of physicians. Recent innovations, including a widely accepted competency framework and entrustable professional activities (EPAs), provide key tools for creating a continuum. The competency framework is being leveraged in UME, GME, and CME and is serving as the foundation for the continuum. Learners and those who assess them are increasingly relying on observable behaviors (e.g., EPAs) to determine progress. The GME community in the United States and Canada has played-and continues to play-a leading role in the creation of these tools and a true medical education continuum. Despite some systemic challenges to implementation (e.g., premedical learner formation, time-in-step requirements), the GME community is already operationalizing these tools as a basis for other innovations that are improving transitions across the continuum (e.g., competency-based progression of residents). The medical education community's greatest responsibility in the years ahead will be to build on these efforts in GME-joining together to learn from one another and develop a continuum that serves the public and the profession. PMID:26177531

  8. Advancing Resident Assessment in Graduate Medical Education

    PubMed Central

    Swing, Susan R.; Clyman, Stephen G.; Holmboe, Eric S.; Williams, Reed G.

    2009-01-01

    Background The Outcome Project requires high-quality assessment approaches to provide reliable and valid judgments of the attainment of competencies deemed important for physician practice. Intervention The Accreditation Council for Graduate Medical Education (ACGME) convened the Advisory Committee on Educational Outcome Assessment in 2007–2008 to identify high-quality assessment methods. The assessments selected by this body would form a core set that could be used by all programs in a specialty to assess resident performance and enable initial steps toward establishing national specialty databases of program performance. The committee identified a small set of methods for provisional use and further evaluation. It also developed frameworks and processes to support the ongoing evaluation of methods and the longer-term enhancement of assessment in graduate medical education. Outcome The committee constructed a set of standards, a methodology for applying the standards, and grading rules for their review of assessment method quality. It developed a simple report card for displaying grades on each standard and an overall grade for each method reviewed. It also described an assessment system of factors that influence assessment quality. The committee proposed a coordinated, national-level infrastructure to support enhancements to assessment, including method development and assessor training. It recommended the establishment of a new assessment review group to continue its work of evaluating assessment methods. The committee delivered a report summarizing its activities and 5 related recommendations for implementation to the ACGME Board in September 2008. PMID:21975993

  9. The Public Hospital in American Medical Education

    PubMed Central

    Malaspina, Dolores; Weitzman, Michael; Goldfrank, Lewis R.

    2008-01-01

    The importance of the public hospital system to medical education is often absent from the debate about its value. Best known as a core provider of services to the underserved, the safety net hospital system also plays a critical role in the education of future physicians. Particular strengths include its ability to imbue physicians in training with core professional values, to reveal through the enormous range of clinical experience provided many of the social forces shaping health, and to foster interest in and commitment to advancing population health. Faculty teaching in the public hospital system has unusual opportunities to reveal to learners the broader meanings of their diverse and rich experiences. Now, as an alarming array of pressures bearing down on the safety net system threaten its stability, the potential negative impact on medical education, were it to shrink or be forced to change its essential mission, must be considered. As advocates of the safety net system marshal forces to rationalize its funding and support, its tremendous contribution to the training of physicians and other health care professionals must be clearly set forth to ensure that support for the public hospital system’s health is appropriately broad based. PMID:18575982

  10. Medical management of toxicological mass casualty events.

    PubMed

    Markel, Gal; Krivoy, Amir; Rotman, Eran; Schein, Ophir; Shrot, Shai; Brosh-Nissimov, Tal; Dushnitsky, Tsvika; Eisenkraft, Arik

    2008-11-01

    The relative accessibility to various chemical agents, including chemical warfare agents and toxic industrial compounds, places a toxicological mass casualty event, including chemical terrorism, among the major threats to homeland security. TMCE represents a medical and logistic challenge with potential hazardous exposure of first-response teams. In addition, TMCE poses substantial psychological and economic impact. We have created a simple response algorithm that provides practical guidelines for participating forces in TMCE. Emphasis is placed on the role of first responders, highlighting the importance of early recognition of the event as a TMCE, informing the command and control centers, and application of appropriate self-protection. The medical identification of the toxidrome is of utmost importance as it may dictate radically different approaches and life-saving modalities. Our proposed emergency management of TMCE values the "Scoop & Run" approach orchestrated by an organized evacuation plan rather than on-site decontamination. Finally, continuous preparedness of health systems - exemplified by periodic CBRN (Chemical, Biological, Radio-Nuclear) medical training of both first responders and hospital staff, mandatory placement of antidotal auto-injectors in all ambulances and CBRN emergency kits in the emergency departments - would considerably improve the emergency medical response to TMCE.

  11. Medical management of toxicological mass casualty events.

    PubMed

    Markel, Gal; Krivoy, Amir; Rotman, Eran; Schein, Ophir; Shrot, Shai; Brosh-Nissimov, Tal; Dushnitsky, Tsvika; Eisenkraft, Arik

    2008-11-01

    The relative accessibility to various chemical agents, including chemical warfare agents and toxic industrial compounds, places a toxicological mass casualty event, including chemical terrorism, among the major threats to homeland security. TMCE represents a medical and logistic challenge with potential hazardous exposure of first-response teams. In addition, TMCE poses substantial psychological and economic impact. We have created a simple response algorithm that provides practical guidelines for participating forces in TMCE. Emphasis is placed on the role of first responders, highlighting the importance of early recognition of the event as a TMCE, informing the command and control centers, and application of appropriate self-protection. The medical identification of the toxidrome is of utmost importance as it may dictate radically different approaches and life-saving modalities. Our proposed emergency management of TMCE values the "Scoop & Run" approach orchestrated by an organized evacuation plan rather than on-site decontamination. Finally, continuous preparedness of health systems - exemplified by periodic CBRN (Chemical, Biological, Radio-Nuclear) medical training of both first responders and hospital staff, mandatory placement of antidotal auto-injectors in all ambulances and CBRN emergency kits in the emergency departments - would considerably improve the emergency medical response to TMCE. PMID:19070282

  12. Medical Student-Run Health Clinics: Important Contributors to Patient Care and Medical Education

    PubMed Central

    Long, Judith A.

    2007-01-01

    Background Despite the popularity of medical student-run health clinics among U.S. medical schools, there is no information about how many clinics exist, how many students volunteer there, or how many patients they see and what services they offer. Objective We describe, for the first time, the prevalence and operation of medical student-run health clinics nationwide. Design and participants A web-based survey was sent to all 124 Association of American Medical Colleges allopathic schools in the 50 states. Results Ninety-four schools responded (76%); 49 schools had at least 1 student-run clinic (52%). Fifty-nine student-run clinics provided detailed data on their operation. The average clinic had 16 student volunteers a week, and most incorporated preclinical students (56/59, 93%). Nationally, clinics reported more than 36,000 annual patient–physician visits, in addition to more nonvisit encounters. Patients were predominantly minority: 31% Hispanic; 31% Black/African American; 25% White; 11% Asian; and 3% Native American or other. Most student-run health clinics had resources both to treat acute illness and also to manage chronic conditions. Clinics were most often funded by private grants (42/59, 71%); among 27 clinics disclosing finances, a median annual operating budget of $12,000 was reported. Conclusions Medical student-run health clinics offer myriad services to disadvantaged patients and are also a notable phenomenon in medical education. Wider considerations of community health and medical education should not neglect the local role of a student-run health clinic. PMID:17356967

  13. Distributed medical informatics education using internet2.

    PubMed Central

    Tidmarsh, Patrica J.; Cummings, Joseph; Hersh, William R.; Freidman, Charles P.

    2002-01-01

    The curricula of most medical informatics training programs are incomplete. We used Internet2-based videoconferencing to expand the educational opportunities of medical informatics students at Oregon Health & Science University and the University of Pittsburgh. Students and faculty in both programs shared extra-curricular research conferences and journal club meetings. A course in Information Retrieval was made available to students in both programs. The conferences, meetings and class were well accepted by participants. A few problems were experienced with the technology, some of which were resolved, and some non-technical challenges to distributing academic conferences, meetings and coursework were also uncovered. We plan to continue our efforts with expanded course and extra-curricular offerings and a more comprehensive evaluation strategy. PMID:12463932

  14. The current medical education system in the world.

    PubMed

    Nara, Nobuo; Suzuki, Toshiya; Tohda, Shuji

    2011-07-04

    To contribute to the innovation of the medical education system in Japan, we visited 35 medical schools and 5 institutes in 12 countries of North America, Europe, Australia and Asia in 2008-2010 and observed the education system. We met the deans, medical education committee and administration affairs and discussed about the desirable education system. We also observed the facilities of medical schools.Medical education system shows marked diversity in the world. There are three types of education course; non-graduate-entry program(non-GEP), graduate-entry program(GEP) and mixed program of non-GEP and GEP. Even in the same country, several types of medical schools coexist. Although the education methods are also various among medical schools, most of the medical schools have introduced tutorial system based on PBL or TBL and simulation-based learning to create excellent medical physicians. The medical education system is variable among countries depending on the social environment. Although the change in education program may not be necessary in Japan, we have to innovate education methods; clinical training by clinical clerkship must be made more developed to foster the training of the excellent clinical physicians, and tutorial education by PBL or TBL and simulation-based learning should be introduced more actively.

  15. Continuing medical education, needs assessment, and program development: theoretical constructs.

    PubMed

    Aherne, M; Lamble, W; Davis, P

    2001-01-01

    Continuing medical education (CME) program development and needs assessment have historically been practiced within the tradition of Ralph Tyler's education model. In light of transformational social, political, economic, and technical forces that demand greater account-ability and responsiveness from physicians, CME units are challenged to transform their cultures and structures from models that deliver education to models that support the facilitation of learning for enhanced competence and performance. This article describes key change forces for physicians and brings program development and needs assessment into focus for the discussion. The impact of change forces on program development and needs assessment are examined, and some techniques to move beyond the traditional approach of felt needs are presented as a way of enabling strategic administrative planning and change management. PMID:11291588

  16. Medical management of benign prostatic hyperplasia.

    PubMed

    Kane, M M; Fields, D W; Vaughan, E D

    1990-11-01

    Medical management of clinical BPH is a reality. The only effective nonsurgical treatment now recommended is aimed at relieving the dynamic component of clinical BPH. Pharmacologic treatment using alpha-adrenoceptor antagonists may be used appropriately to manage patients with prostatism who are poor surgical risks but who could benefit from reduced sympathetic tone. In addition, alpha blockers are used to relieve acute retention, and to prevent retention when increased sympathetic discharge is expected. Thus far, nonsurgical therapy aimed at reducing the mechanical obstruction associated with BPH by prostatic size reduction has failed to produce consistent objective improvement. However, several drugs are now being investigated and may be effective for reducing prostatic size in patients with BPH. Clinical trials are complicated by a number of factors, especially very variable symptoms. Moreover, reduction in prostatic size induced by drugs is not permanent and regrowth occurs with drug withdrawal, necessitating chronic treatment. Ideally, future research should be aimed at the prevention of BPH at an early age. However, this presupposes a better understanding of the pathogenesis of BPH. BPH may not be a single, variable disease but a family of diseases with a number of predictable clinical courses. In the future, we should pay particular attention to histologic variability, to see if in fact different pathologic forms of BPH follow different clinical patterns. If urologists are to keep their predominant position in managing the patient with BPH, they will have to keep informed of medical treatment trials and of potential alternative treatment strategies to prostatectomy.

  17. Home Management and Consumer Education.

    ERIC Educational Resources Information Center

    Texas Tech Univ., Lubbock. Home Economics Curriculum Center.

    Designed for use in consumer and homemaking education in Texas, this curriculum guide is on the subject of home management and consumer education. An introduction to the guide, covering its use and program and curriculum planning, provides a list of suggested reading. Information on teaching handicapped and disadvantaged students follows. The…

  18. 'Soft and fluffy': medical students' attitudes towards psychology in medical education.

    PubMed

    Gallagher, Stephen; Wallace, Sarah; Nathan, Yoga; McGrath, Deirdre

    2015-01-01

    Psychology is viewed by medical students in a negative light. In order to understand this phenomenon, we interviewed 19 medical students about their experiences of psychology in medical education. Interviews were transcribed verbatim and analysed using thematic analysis. Four main themes were generated: attitudes, teaching culture, curriculum factors and future career path; negative attitudes were transmitted by teachers to students and psychology was associated with students opting for a career in general practice. In summary, appreciation of psychology in medical education will only happen if all educators involved in medical education value and respect each other's speciality and expertise.

  19. Faculty Evaluation of Educational Strategies in Medical Schools.

    ERIC Educational Resources Information Center

    Das, Mandira; And Others

    1994-01-01

    This study sought to evaluate faculty opinion of existing medical curricula in two medical schools in different countries in terms of six educational strategies using the "SPICES continuum." Significant differences between existing educational plans of the two medical schools were identified. (LZ)

  20. Students' Views on Factors Affecting Empathy in Medical Education

    ERIC Educational Resources Information Center

    Winseman, Jeffrey; Malik, Abid; Morison, Julie; Balkoski, Victoria

    2009-01-01

    Objective: Empathy is a prominent goal of medical education that is too often underachieved. Using concept mapping, the authors constructed a student-generated conceptual model of factors viewed as affecting empathy during medical education. Methods: During the 2005-2006 academic year, 293 medical students and interns answered a brainstorming…

  1. Smart financial management of medical office space.

    PubMed

    Shactman, D

    1993-06-01

    In a healthcare environment of strained resources and scarce profits, hospital administrators must seek revenue from all available sources. Some potential revenue sources are capital intensive, however, requiring large initial investments for new construction and modern equipment. Other potential revenue sources may require starting new programs and recruiting additional staff. Few potentially income-producing alternatives can be funded from existing assets, require little additional investment, and yield significant revenue. But hospitals that own and lease medical office buildings, will find that with proper management these existing assets can become sources of additional revenue.

  2. Management by objectives in medical group practice.

    PubMed

    Bozis, D E

    1986-01-01

    When the concept of management by objectives first emerged, it was heralded by many as the long-sought secret to employee motivation. The MBO technique, involving the three primary functions of objective setting, objective using, and employee involvement, is described here in terms of both theory and practice. Although it does have its pitfalls and is certainly not the "ultimate answer," MBO in medical group practice does have its merits when properly introduced. It is much more than a purely academic concept, and its major strength lies in its recognition of the importance of human resources in getting the job done. PMID:10278454

  3. Stretching the boundaries of medical education A case of medical college embracing humanities and social sciences in medical education

    PubMed Central

    Ghias, Kulsoom; Khan, Kausar S; Ali, Rukhsana; Azfar, Shireen; Ahmed, Rashida

    2016-01-01

    Objective: Aga Khan University, a private medical college, had a vision of producing physicians who are not only scientifically competent, but also socially sensitive, the latter by exposure of medical students to a broad-based curriculum. The objective of this study was to identify the genesis of broad-based education and its integration into the undergraduate medical education program as the Humanities and Social Sciences (HASS) course. Methods: A qualitative methodology was used for this study. Sources of data included document review and in-depth key informant interviews. Nvivo software was utilized to extract themes. Results: The study revealed the process of operationalization of the institutional vision to produce competent and culturally sensitive physicians. The delay in the establishment of the Faculty of Arts and Sciences, which was expected to take a lead role in the delivery of a broad-based education, led to the development of an innovative HASS course in the medical curriculum. The study also identified availability of faculty and resistance from students as challenges faced in the implementation and evolution of HASS. Conclusions: The description of the journey and viability of integration of HASS into the medical curriculum offers a model to medical colleges seeking ways to produce socially sensitive physicians.

  4. Stretching the boundaries of medical education A case of medical college embracing humanities and social sciences in medical education

    PubMed Central

    Ghias, Kulsoom; Khan, Kausar S; Ali, Rukhsana; Azfar, Shireen; Ahmed, Rashida

    2016-01-01

    Objective: Aga Khan University, a private medical college, had a vision of producing physicians who are not only scientifically competent, but also socially sensitive, the latter by exposure of medical students to a broad-based curriculum. The objective of this study was to identify the genesis of broad-based education and its integration into the undergraduate medical education program as the Humanities and Social Sciences (HASS) course. Methods: A qualitative methodology was used for this study. Sources of data included document review and in-depth key informant interviews. Nvivo software was utilized to extract themes. Results: The study revealed the process of operationalization of the institutional vision to produce competent and culturally sensitive physicians. The delay in the establishment of the Faculty of Arts and Sciences, which was expected to take a lead role in the delivery of a broad-based education, led to the development of an innovative HASS course in the medical curriculum. The study also identified availability of faculty and resistance from students as challenges faced in the implementation and evolution of HASS. Conclusions: The description of the journey and viability of integration of HASS into the medical curriculum offers a model to medical colleges seeking ways to produce socially sensitive physicians. PMID:27648038

  5. Whither (Whether) Medical Humanities? The Future of Humanities and Arts in Medical Education

    ERIC Educational Resources Information Center

    Shapiro, Johanna

    2012-01-01

    This special issue of "Journal for Learning through the Arts" focuses on the uses of literature and arts in medical education. The introductory article addresses current debate in the field of medical humanities (MH), namely the existential question of what is the purpose of integrating humanities/arts in medical education; and then examines how…

  6. Alcohol Medical Scholars Program--A Mentorship Program for Improving Medical Education regarding Substance Use Disorders

    ERIC Educational Resources Information Center

    Neufeld, Karin J.; Schuckit, Marc A.; Hernandez-Avila, Carlos A.

    2011-01-01

    The Alcohol Medical Scholars Program (AMSP) is designed to improve medical education related to substance use disorders (SUDs) through mentorship of junior, full-time academic faculty from medical schools across the United States. Scholarship focuses on literature review and synthesis, lecture development and delivery, increasing SUD education in…

  7. Medical ethics, bioethics and research ethics education perspectives in South East Europe in graduate medical education.

    PubMed

    Mijaljica, Goran

    2014-03-01

    Ethics has an established place within the medical curriculum. However notable differences exist in the programme characteristics of different schools of medicine. This paper addresses the main differences in the curricula of medical schools in South East Europe regarding education in medical ethics and bioethics, with a special emphasis on research ethics, and proposes a model curriculum which incorporates significant topics in all three fields. Teaching curricula of Medical Schools in Bulgaria, Bosnia and Herzegovina, Croatia, Serbia, Macedonia and Montenegro were acquired and a total of 14 were analyzed. Teaching hours for medical ethics and/or bioethics and year of study in which the course is taught were also analyzed. The average number of teaching hours in medical ethics and bioethics is 27.1 h per year. The highest national average number of teaching hours was in Croatia (47.5 h per year), and the lowest was in Serbia (14.8). In the countries of the European Union the mean number of hours given to ethics teaching throughout the complete curriculum was 44. In South East Europe, the maximum number of teaching hours is 60, while the minimum number is 10 teaching hours. Research ethics topics also show a considerable variance within the regional medical schools. Approaches to teaching research ethics vary, even within the same country. The proposed model for education in this area is based on the United Nations Educational, Scientific and Cultural Organization Bioethics Core Curriculum. The model curriculum consists of topics in medical ethics, bioethics and research ethics, as a single course, over 30 teaching hours.

  8. Project Management in Higher Education

    ERIC Educational Resources Information Center

    Alpert, Shannon Atkinson

    2011-01-01

    This study identified factors that influenced the use of project management in higher education research projects. Using a qualitative grounded theory approach that included in-depth interviews with assistant professors, the researcher examined how these individuals were using project management processes and tools and factors that enabled,…

  9. Women in Higher Education Management.

    ERIC Educational Resources Information Center

    Commonwealth Secretariat, London (England).

    This volume contains 11 papers on the under-representation of women in higher education management in Bahrain, Finland, France, India, Indonesia, Malaysia, Nigeria, Peru, the United States and Canada, the South Pacific and the West Indies. All papers were written by women vice-chancellors, presidents and senior managers of universities in those…

  10. Management Education in Southeast Asia.

    ERIC Educational Resources Information Center

    Hoong, Yip Yat, Ed.

    Management needs in Southeast Asia are the focal points of a workshop held in Penang, March 1972, by the Regional Institute of Higher Education and Development. Following the opening statement concerning these needs, the discussions at the workshop and a background paper, "Developing Management Competence," are presented. (MJM)

  11. Medical Management of Drug-Resistant Tuberculosis

    PubMed Central

    2015-01-01

    Drug-resistant tuberculosis (TB) is still a major threat worldwide. However, recent scientific advances in diagnostic and therapeutic tools have improved the management of drug-resistant TB. The development of rapid molecular testing methods allows for the early detection of drug resistance and prompt initiation of an appropriate treatment. In addition, there has been growing supportive evidence for shorter treatment regimens in multidrug-resistant TB; and for the first time in over 50 years, new anti-TB drugs have been developed. The World Health Organization has recently revised their guidelines, primarily based on evidence from a meta-analysis of individual patient data (n=9,153) derived from 32 observational studies, and outlined the recommended combination and correct use of available anti-TB drugs. This review summarizes the updated guidelines with a focus on the medical management of drug-resistant TB. PMID:26175768

  12. A new direction for medical education in Ireland?

    PubMed

    Finucane, Paul; Kellett, John

    2007-03-01

    In recent years, new concepts of educational theory and practice have stimulated new approaches to medical education in many countries. For various reasons, medical education in Ireland has been slow to change such that there are now increasing concerns about educational standards. In addition, Ireland currently produces too few doctors and is therefore highly dependent on overseas doctors to maintain its health service. The responsible agencies are finally about to address these problems through a major expansion of medical education coupled with a strong agenda for educational reform. While the reform process will clearly be influenced by the experience of other counties, Ireland now has a great opportunity to take innovation in medical education a step further. For example, there is now an opportunity to develop new strategies to ensure the social accountability of medical education, to increase its community orientation and to foster interprofessional teaching and learning. PMID:17338960

  13. Accreditation of Medical Education in China: Accomplishments and Challenges

    ERIC Educational Resources Information Center

    Wang, Qing

    2014-01-01

    As an external review mechanism, accreditation has played a positive global role in quality assurance and promotion of educational reform. Accreditation systems for medical education have been developed in more than 100 countries including China. In the past decade, Chinese standards for basic medical education have been issued together with…

  14. Education and Moral Respect for the Medical Student

    ERIC Educational Resources Information Center

    Martin, Christopher

    2016-01-01

    In this paper I argue that medical education must remain attuned to the interests that physicians have in their own self-development despite ongoing calls for ethics education aimed at ensuring physicians maintain focus on the interests of the patient and society. In particular, I argue that medical education should advance (and abide by) criteria…

  15. Cost in Medical Education: One Hundred and Twenty Years Ago

    ERIC Educational Resources Information Center

    Walsh, Kieran

    2015-01-01

    The first full paper that is dedicated to cost in medical education appears in the "BMJ" in 1893. This paper "The cost of a medical education" outlines the likely costs associated with undergraduate education at the end of the nineteenth century, and offers guidance to the student on how to make financial planning. Many lessons…

  16. On Whose Shoulders We Stand: Lessons from Exemplar Medical Educators

    ERIC Educational Resources Information Center

    Hitchcock, Maurice A.; Anderson, William A.

    2008-01-01

    The hiring of educators in medical schools (faculty who study the educational process and prepare others to become educators) has been one of the most successful educational innovations ever. Starting in 1954, through a collaboration between the Schools of Medicine and Education at the University of Buffalo, the innovation has spread to over half…

  17. Mobile Learning in Medical Education: Review.

    PubMed

    Walsh, Kieran

    2015-10-01

    In the past several years, mobile learning made rapid inroads into the provision of medical education. There are significant advantages associated with mobile learning. These include high access, low cost, more situated and contextual learning, convenience for the learner, continuous communication and interaction between learner and tutor and between learner and other learners, and the ability to self-assess themselves while learning. Like any other form of medical pedagogy, mobile learning has its downsides. Disadvantages of mobile learning include: inadequate technology, a risk of distraction from learning by using a device that can be used for multiple purposes, and the potential for breakdown in barriers between personal usage of the mobile device and professional or educational use. Despite these caveats, there is no question but that mobile learning offers much potential. In the future, it is likely that the strategy of mobile first, whereby providers of e-learning think of the user experience on a mobile first, will result in learners who increasingly expect that all e-learning provision will work seamlessly on a mobile device.

  18. Competency based medical education in gastrointestinal motility.

    PubMed

    Yadlapati, R; Keswani, R N; Pandolfino, J E

    2016-10-01

    Traditional apprenticeship-based medical education methods focusing on subjective evaluations and case-volume requirements do not reliably produce clinicians that provide high-quality care in unsupervised practice. Consequently, training approaches are shifting towards competency based medical education, which incorporates robust assessment methods and credible standards of physician proficiency. However, current gastroenterology and hepatology training in the US continues to utilize procedural volume and global impressions without standardized criteria as markers of competence. In particular, efforts to optimize competency based training in gastrointestinal (GI) motility are not underway, even though GI motility disorders account for nearly half of outpatient gastroenterology visits. These deficiencies compromise the quality of patient care. Thus, there is a great need and opportunity to shift our focus in GI motility training towards a competency based approach. First, we need to clarify the variable rates of learning for individual diagnostic tests. We must develop integrated systems that standardize training and monitor physician competency for GI motility diagnostics. Finally, as a profession and society, we must create certification processes to credential competent physicians. These advances are critical to optimizing the quality of GI motility diagnostics in practice.

  19. Performance assessment through pre- and post-training evaluation of continuing medical education courses in prevention and management of cardio-vascular diseases in primary health care facilities of Armenia.

    PubMed

    Khachatryan, Lilit; Balalian, Arin

    2013-12-01

    To assess the difference of pre- and post-training performance evaluation of continuing medical education (CME) courses in cardio-vascular diseases (CVD) management among physicians at primary health care facilities of Armenian regions we conducted an evaluation survey. 212 medical records were surveyed on assessment of performance before and after the training courses through a self-employed structured questionnaire. Analysis of survey revealed statistically significant differences (p < 0.05) in a number of variables: threefold increased recording of lipids and body mass index (p = 0.001); moderate increased recording of comorbidities and aspirin prescription (p < 0.012); eightfold increased recording of dyslipidemia management plan, twofold increased recording for CVD management plan and fivefold increased recording for CVD absolute risk (p = 0.000). Missing records of electrocardiography and urine/creatinine analyses decreased statistically significantly (p < 0.05). Statistically significant decrease was observed in prescription of thiazides and angiotensin receptor blockers/angiotensin converting enzyme inhibitors (p < 0.005), while prescription of statins and statins with diet for dyslipidemia management showed increased recording (p < 0.05). Similarly, we observed increased records for counseling of rehabilitation physical activity (p = 0.006). In this survey most differences in pre- and post-evaluation of performance assessment may be explained by improved and interactive training modes, more advanced methods of demonstration of modeling. Current findings may serve a basis for future planning of CME courses for physicians of remote areas facing challenges in upgrading their knowledge, as well as expand the experience of performance assessment along with evaluation of knowledge scores.

  20. Medical Students’ Perception of Their Educational Environment

    PubMed Central

    Pai, Preethi G; Menezes, Vishma; Srikanth; Subramanian, Atreya M.; Shenoy, Jnaneshwara P.

    2014-01-01

    Background: Students’ perception of the environment within which they study has shown to have a significant impact on their behavior, academic progress and sense of well-being. This study was undertaken to evaluate the students’ perception of their learning environment in an Indian medical school following traditional curricula and to study differences, if any, between the students according to the stages of medical education, i.e., the pre-clinical and clinical stages. Methodology: In the present study, the Dundee Ready Education Environment Measure (DREEM) inventory was administered to undergraduate medical students of first (n = 227), third (n = 175), fifth (n = 171) and seventh (n = 123) semesters. Scores obtained were expressed as mean ± Standard Deviation (SD) and analyzed using one-way ANOVA and Dunnett’s test. P-value < 0.05 was considered as significant. Results: The mean DREEM score for our medical school was 123/200.The first-year students were found to be more satisfied with learning environment (indicated by their higher DREEM score) compared to other semester students. Progressive decline in scores with each successive semester was observed. Evaluating the sub-domains of perception, the registrars in all semesters had a more positive perception of learning (Average mean score: 29.44), their perception of course organizers moved in the right direction (Average mean score: 26.86), their academic self-perception was more on the positive side (Average mean score: 20.14), they had a more positive perception of atmosphere (Average mean score: 29.07) and their social self-perception could be graded as not too bad (Average mean score: 17.02). Conclusion: The present study revealed that all the groups of students perceived their learning environment positively. However, a few problematic areas of learning environment were perceived such as: students were stressed more often; they felt that the course organizers were authoritarian and emphasized factual

  1. Training of Leadership Skills in Medical Education

    PubMed Central

    Kiesewetter, Jan; Schmidt-Huber, Marion; Netzel, Janine; Krohn, Alexandra C.; Angstwurm, Matthias; Fischer, Martin R.

    2013-01-01

    Background: Effective team performance is essential in the delivery of high-quality health-care. Leadership skills therefore are an important part of physicians’ everyday clinical life. To date, the development of leadership skills are underrepresented in medical curricula. Appropriate training methods for equipping doctors with these leadership skills are highly desirable. Objective: The review aims to summarize the findings in the current literature regarding training in leadership skills in medicine and tries to integrate the findings to guide future research and training development. Method: The PubMED, ERIC, and PsycArticles, PsycINFO, PSYNDEX and Academic search complete of EBSCOhost were searched for training of leadership skills in medicine in German and English. Relevant articles were identified and findings were integrated and consolidated regarding the leadership principles, target group of training and number of participants, temporal resources of the training, training content and methods, the evaluation design and trainings effects. Results: Eight studies met all inclusion criteria and no exclusion criteria. The range of training programs is very broad and leadership skill components are diverse. Training designs implied theoretical reflections of leadership phenomena as well as discussions of case studies from practice. The duration of training ranged from several hours to years. Reactions of participants to trainings were positive, yet no behavioral changes through training were examined. Conclusions: More research is needed to understand the factors critical to success in the development of leadership skills in medical education and to adapt goal-oriented training methods. Requirements analysis might help to gain knowledge about the nature of leadership skills in medicine. The authors propose a stronger focus on behavioral training methods like simulation-based training for leadership skills in medical education. PMID:24282452

  2. Medical Students' Impressions and Satisfactions from Medical Professional Skill Education Lessons

    ERIC Educational Resources Information Center

    Ongel, Kurtulus; Mergen, Haluk; Kayacan, Hacer; Yildizhan, Alpaslan

    2008-01-01

    (Background) To help us understand the medical students' reflections about professional skill educations we conducted a study on medical students' conceptions of selected medical phenomena, cardiopulmonary resuscitation, CPR. (Methods) The study was conducted in January 2008, using a sample consisting of medical students from one of the…

  3. Medical Student Attitudes about Mental Illness: Does Medical-School Education Reduce Stigma?

    ERIC Educational Resources Information Center

    Korszun, Ania; Dinos, Sokratis; Ahmed, Kamran; Bhui, Kamaldeep

    2012-01-01

    Background: Reducing stigma associated with mental illness is an important aim of medical education, yet evidence indicates that medical students' attitudes toward patients with mental health problems deteriorate as they progress through medical school. Objectives: Authors examined medical students' attitudes to mental illness, as compared with…

  4. Satellite-delivered continuing medical education in Europe.

    PubMed

    Geraghty, J G; Young, H L

    1996-04-01

    There is increasing recognition of the need for continuing medical education in the medical profession. There are now many ways of delivering medical education including conferences, books, journals amongst others. This paper describes a novel method of delivering medical education using satellite transmission. This medium allows live medical education programmes to be broadcast to over 150 receiver sites in Europe. It also enables two-way live satellite links to be made between countries during the broadcast. EuroTransMed has an editorial board, in much the same way as a journal, which is representative of the differing medical societies in Europe. As the barriers between the various countries fall, EuroTransMed is an ideal medium to promote high quality, easily accessible, continuing medical education at a pan-European level.

  5. Mobile technologies in medical education: AMEE Guide No. 105.

    PubMed

    Masters, Ken; Ellaway, Rachel H; Topps, David; Archibald, Douglas; Hogue, Rebecca J

    2016-06-01

    Mobile technologies (including handheld and wearable devices) have the potential to enhance learning activities from basic medical undergraduate education through residency and beyond. In order to use these technologies successfully, medical educators need to be aware of the underpinning socio-theoretical concepts that influence their usage, the pre-clinical and clinical educational environment in which the educational activities occur, and the practical possibilities and limitations of their usage. This Guide builds upon the previous AMEE Guide to e-Learning in medical education by providing medical teachers with conceptual frameworks and practical examples of using mobile technologies in medical education. The goal is to help medical teachers to use these concepts and technologies at all levels of medical education to improve the education of medical and healthcare personnel, and ultimately contribute to improved patient healthcare. This Guide begins by reviewing some of the technological changes that have occurred in recent years, and then examines the theoretical basis (both social and educational) for understanding mobile technology usage. From there, the Guide progresses through a hierarchy of institutional, teacher and learner needs, identifying issues, problems and solutions for the effective use of mobile technology in medical education. This Guide ends with a brief look to the future.

  6. Mobile technologies in medical education: AMEE Guide No. 105.

    PubMed

    Masters, Ken; Ellaway, Rachel H; Topps, David; Archibald, Douglas; Hogue, Rebecca J

    2016-06-01

    Mobile technologies (including handheld and wearable devices) have the potential to enhance learning activities from basic medical undergraduate education through residency and beyond. In order to use these technologies successfully, medical educators need to be aware of the underpinning socio-theoretical concepts that influence their usage, the pre-clinical and clinical educational environment in which the educational activities occur, and the practical possibilities and limitations of their usage. This Guide builds upon the previous AMEE Guide to e-Learning in medical education by providing medical teachers with conceptual frameworks and practical examples of using mobile technologies in medical education. The goal is to help medical teachers to use these concepts and technologies at all levels of medical education to improve the education of medical and healthcare personnel, and ultimately contribute to improved patient healthcare. This Guide begins by reviewing some of the technological changes that have occurred in recent years, and then examines the theoretical basis (both social and educational) for understanding mobile technology usage. From there, the Guide progresses through a hierarchy of institutional, teacher and learner needs, identifying issues, problems and solutions for the effective use of mobile technology in medical education. This Guide ends with a brief look to the future. PMID:27010681

  7. Why management and leadership education for internists?

    PubMed

    Martins, Henrique M G

    2010-10-01

    Around the world, there is an increasing need for more efficiency in healthcare alongside cost containment. Internal medicine physicians are in a pivotal position in this regard. In many countries, they act as bridges between ambulatory/continuity of care systems and hospital-based intensive care and sophisticated therapies. Within the medical field, they often bridge gaps between many specialities increasingly required to provide modern medical care. These skills of managing complex environments, being sensitive to health economics and using large amounts of information, are not normally taught or developed in programmes of internal medicine. While some skills are natural and acquired through practice, other skills would benefit from insights from the fields of management. On the other hand, it seems critical to have internists playing a leading role in the future care of aging populations, and they are the most likely to understand the needs of these multi-pathology cases. On a practical level, internists face the daily challenges of engaging and leading as many people as possible to provide the best care; this requires very good leadership, negotiation, team-working and change-management skills, all of which can be vastly enhanced with specific education initiatives that are targeted and customised to physicians' needs. Management education for internists should be "spiral", starting from medical school and expanding to incorporate issues as the physician matures into new activities and responsibilities. In practical terms, current internists and residents of internal medicine can be brought into contact with such education by a combination of workshops as well as residential and online courses. PMID:20816587

  8. Determining the full costs of medical education in Thai Binh, Vietnam: a generalizable model.

    PubMed

    Bicknell, W J; Beggs, A C; Tham, P V

    2001-12-01

    We summarize a model for determining the full cost of educating a medical student at Thai Binh Medical School in Vietnam. This is the first full-cost analysis of medical education in a low-income country in over 20 years. We emphasize policy implications and the importance of looking at the educational costs and service roles of the major health professions. In Vietnam fully subsidized medical education has given way to a system combining student-paid tuition and fees with decreased government subsidies. Full cost information facilitates resource management, setting tuition charges at a school and adjusting budget allocations between medical schools, teaching hospitals, and health centres. When linked to quality indicators, trends within and useful comparisons between schools are possible. Cost comparisons between different types of providers can assist policy-makers in judging the appropriateness of expenditures per graduate for nursing and allied health education versus physician education. If privatization of medical education is considered, cost analysis allows policy-makers to know the full costs of educating physicians including the subsidies required in clinical settings. Our approach is intuitively simple and provides useful, understandable new information to managers and policy-makers. The full cost per medical graduate in 1997 was 111 462 989 Vietnamese Dong (US$9527). The relative expenditure per Vietnamese physician educated was 2.8 times the expenditure in the United States when adjusted for GNP per capita. Preliminary findings suggest that, within Vietnam, the cost to educate a physician is 14 times the cost of educating a nurse. Given the direct costs of physician education, the lifetime earnings of physicians and the costs that physicians generate for the use of health services and supplies, it is remarkable that so little attention is paid to the costs of educating physicians. Studies of this type can provide the quantitative basis for vital human

  9. Conflict-of-interest management: efforts and insights from the Association of American Medical Colleges.

    PubMed

    Kirch, Darrell G

    2007-03-01

    The Association of American Medical Colleges has issued three major reports to help academic medical centers manage financial conflicts of interest in clinical research. One report addresses individual conflicts, another addresses institutional conflicts, and the third is a survey-based assessment of institutions performance to date in conflict-of-interest management. While implementation of policies to manage individual conflicts has been significant and widespread, the extent to which institutional conflicts are being managed is unclear. Developing effective and accepted policies to manage potential conflicts involving the funding of education remains a major challenge.

  10. Psychotropic Medication Management in a Residential Group Care Program

    ERIC Educational Resources Information Center

    Spellman, Douglas F.; Griffith, Annette K.; Huefner, Jonathan C.; Wise, Neil, III; McElderry, Ellen; Leslie, Laurel K.

    2010-01-01

    This article presents a psychotropic medication management approach that is used within a residential care program. The approach is used to assess medications at youths' times of entry and to facilitate decision making during care. Data from a typical case study have indicated that by making medication management decisions slowly, systematically,…

  11. [Quality control in medical education and continuing medical education in allergology in Germany].

    PubMed

    Ring, Johannes; Rakoski, Jürgen

    2003-10-01

    Quality control in education and training in allergology comprises activities at the different levels of the curriculum of medical schools, residency programs and postgraduate education. Unfortunately, until now allergology in Germany has not yet been regularly embedded in the medical curriculum of all medical schools. Therefore, the German Society for Allergology and Clinical Immunology (DGAI) has demanded for years that chairs and departments of allergology be introduced at every Medical Faculty in Germany. The new Medical Licensure Rules (Approbationsordnung) offer the possibility to select allergology, amongst others, as an obligatory subject in the medical state examination. Furthermore, allergological topics can now be introduced into the newly established interdisciplinary fields (Querschnittsbereiche). At the level of residency training, doctors who want to become allergists have to undergo a special curriculum in the field of allergology, formerly called additional specialisation in allergology (Zusatzbezeichnung) after having finished their board examination in an organ-related specialty subject. Following a decision of the German "Arztetag" in May 2003, this 24-months curriculum has unfortunately been reduced to 18 months. 12 months of this 18 months requirement may be fulfilled during a residency programme in either dermatovenerology, otolaryngology, internal medicine, pulmology and/or paediatrics. Compared to previous years, this results in a drastic deterioration of allergy training in Germany. The DGAI has decided to take up the fight for its improvement in both a quantitative and qualitative respect. The crucial issue is to develop quality criteria for persons as well as institutions eligible as training centres in allergology. As regards post-graduate education, the German Academy of Allergology and Environmental Medicine (Deutsche Akademie für Allergie und Umweltmedizin, DAAU) has introduced a system of certified continuing medical education (CME

  12. Why decision support systems are important for medical education.

    PubMed

    Konstantinidis, Stathis Th; Bamidis, Panagiotis D

    2016-03-01

    During the last decades, the inclusion of digital tools in health education has rapidly lead to a continuously enlarging digital era. All the online interactions between learners and tutors, the description, creation, reuse and sharing of educational digital resources and the interlinkage between them in conjunction with cheap storage technology has led to an enormous amount of educational data. Medical education is a unique type of education due to accuracy of information needed, continuous changing competences required and alternative methods of education used. Nowadays medical education standards provide the ground for organising the educational data and the paradata. Analysis of such education data through education data mining techniques is in its infancy, but decision support systems (DSSs) for medical education need further research. To the best of our knowledge, there is a gap and a clear need for identifying the challenges for DSSs in medical education in the era of medical education standards. Thus, in this Letter the role and the attributes of such a DSS for medical education are delineated and the challenges and vision for future actions are identified.

  13. Why decision support systems are important for medical education.

    PubMed

    Konstantinidis, Stathis Th; Bamidis, Panagiotis D

    2016-03-01

    During the last decades, the inclusion of digital tools in health education has rapidly lead to a continuously enlarging digital era. All the online interactions between learners and tutors, the description, creation, reuse and sharing of educational digital resources and the interlinkage between them in conjunction with cheap storage technology has led to an enormous amount of educational data. Medical education is a unique type of education due to accuracy of information needed, continuous changing competences required and alternative methods of education used. Nowadays medical education standards provide the ground for organising the educational data and the paradata. Analysis of such education data through education data mining techniques is in its infancy, but decision support systems (DSSs) for medical education need further research. To the best of our knowledge, there is a gap and a clear need for identifying the challenges for DSSs in medical education in the era of medical education standards. Thus, in this Letter the role and the attributes of such a DSS for medical education are delineated and the challenges and vision for future actions are identified. PMID:27222734

  14. [Integration of the Internet into medical education].

    PubMed

    Taradi, Suncana Kukolja

    2002-01-01

    The Internet promises dramatic changes in the way we learn and teach, the way we interact as a society. Networked technologies introduce interactivity and multimedia into the educational process. The student of the 21st century will use his/her PC as a learning station, as a tutoring system, as an information provider and as a communication center. Therefore the passive classroom (teacher-centered teaching) will evolve into active studio learning (student-centered learning). This will be achieved by new teaching techniques and standards of quality. The role of the new generation of educators is to create exploratory learning environments that offer a wide range of views on many subject areas and encourage active lifelong learning. This will be achieved by 1) placing courseware on the web where it can be accessed by remote students and by 2) finding and reviewing teaching materials obtained from www for possible integration into the local lecture material. The paper suggests strategies for introducing medical educators to networked teaching. PMID:12038098

  15. [Integration of the Internet into medical education].

    PubMed

    Taradi, Suncana Kukolja

    2002-01-01

    The Internet promises dramatic changes in the way we learn and teach, the way we interact as a society. Networked technologies introduce interactivity and multimedia into the educational process. The student of the 21st century will use his/her PC as a learning station, as a tutoring system, as an information provider and as a communication center. Therefore the passive classroom (teacher-centered teaching) will evolve into active studio learning (student-centered learning). This will be achieved by new teaching techniques and standards of quality. The role of the new generation of educators is to create exploratory learning environments that offer a wide range of views on many subject areas and encourage active lifelong learning. This will be achieved by 1) placing courseware on the web where it can be accessed by remote students and by 2) finding and reviewing teaching materials obtained from www for possible integration into the local lecture material. The paper suggests strategies for introducing medical educators to networked teaching.

  16. Flexner's model and the future of medical education.

    PubMed

    Ebert, R H

    1992-11-01

    Less attention has been paid to Flexner's educational philosophy as compared with the recommendations he made to reform American medical education in Bulletin No. 4 of the Carnegie Foundation, the so-called "Flexner Report." His philosophy begins with the education of the child, having much in common with the educational theories of John Dewey, and is based on learning by observing and doing. Flexner believed that all education should be utilitarian and should prepare the individual for the responsibilities of citizenship and for an occupation or a profession. He also believed that general education lasted too long in this country. Based on Flexner's educational philosophy rather than the four-year medical school model that bears his name, the education of the physician is reexamined. Recommendations are made concerning the interface between the last two years of college and the first two years of medical school that would better equip the future physician to face the complexities of medical practice in the next century. Further, if medical schools were given responsibility for graduate medical education, as has been recommended by prestigious committees in the past, it would be possible to integrate the medical school clinical years with those of residency training and thereby improve the educational experience. A consideration of the education of the physician as a continuum, beginning in the third year of college and ending with the conclusion of residency training, also would be entirely consistent with Flexner's educational views.(ABSTRACT TRUNCATED AT 250 WORDS)

  17. Gender issues in medical and public health education.

    PubMed

    Wong, Y L

    2000-01-01

    There is no doubt that gender bias has been inherent in medical and public health education, research, and clinical practice. This paper discusses the central question for medical and public health educators viz. whether women's health concerns and needs could be best addressed by the conventional biomedical approach to medical and public health education, research, and practice. Gender inequalities in health and gender bias in medical and public health education are revealed. It is found that in most public health and prevention issues related to women's health, the core issue is male-female power relations, and not merely the lack of public health services, medical technology, or information. There is, thus, an urgent need to gender-sensitize public health and medical education. The paper proposes a gender analysis of health to distinguish between biological causes and social explanations for the health differentials between men and women. It also assessed some of the gender approaches to public health and medical education currently adopted in the Asia-Pacific region. It poses the pressing question of how medical and public health educators integrate the gender perspective into medical and public health education. The paper exhorts all medical and public health practitioners to explore new directions and identify innovative strategies to formulate a gender-sensitive curriculum towards the best practices in medicine and public health that will meet the health needs of women and men in the 21st century. PMID:11338745

  18. Perspective: Competency-based medical education: a defense against the four horsemen of the medical education apocalypse.

    PubMed

    Albanese, Mark; Mejicano, George; Gruppen, Larry

    2008-12-01

    Medical education is facing a convergence of challenges that the authors characterize as the four horsemen of the medical education apocalypse: teaching patient shortages, teacher shortages, conflicting systems, and financial problems. Rapidly expanding class sizes and new medical schools are coming online as medical student access to teaching patients is becoming increasingly difficult because of the decreasing length and increasing intensity of hospital stays, concerns about patient safety, patients who are stressed for time, teaching physician shortages and needs for increasing productivity from those who remain, and increasing emphasis on translational research. Further, medical education is facing reductions in funding from all sources, just as it is mounting its first major expansion in 40 years. The authors contend that medical education is on the verge of crisis and that little outside assistance is forthcoming. If medical education is to avoid a catastrophic decline, it will need to take steps to reinvent itself and make optimum use of all available resources. Curriculum materials developed nationally, increased reliance on simulation and standardized patient experiences, and adoption of quality-control methods such as competency-based education are suggested as ways to keep medical education vital in an environment that is increasingly preoccupied with fending off the four horsemen. The authors conclude with a call for a national dialogue about how the medical education community can address the problems represented by the four horsemen, and they offer some potential ways to maintain the vitality of medical education in the face of such overwhelming problems. PMID:19202480

  19. [The educational change in medical schools].

    PubMed

    Castillo, Manuel; Hawes, Gustavo; Castillo, Silvana; Romero, Luis; Rojas, Ana María; Espinoza, Mónica; Oyarzo, Sandra

    2014-08-01

    This paper reports the reflections of a group of members of the University of Chile Faculty of Medicine, about the changes in teaching methods that medical schools should incorporate. In a complex scenario, not only new and better knowledge should be transmitted to students but also values, principles, critical reasoning and leadership, among others. In the first part, a proposal to understand this educational development in the context of complex universities, incorporating pedagogical skills and reviewing institutional leadership, is carried out. In the second part, the training of teaching physicians, as part of the changes, is extensively discussed. Physicians hired as academics in the University should have the opportunity to work mainly as teachers and be relieved of research obligations. For them, teaching should become a legitimate area of academic development. PMID:25424678

  20. Troubling Muddy Waters: Problematizing Reflective Practice in Global Medical Education.

    PubMed

    Naidu, Thirusha; Kumagai, Arno K

    2016-03-01

    The idea of exporting the concept of reflective practice for a global medical education audience is growing. However, the uncritical export and adoption of Western concepts of reflection may be inappropriate in non-Western societies. The emphasis in Western medical education on the use of reflection for a specific end--that is, the improvement of individual clinical practice--tends to ignore the range of reflective practice, concentrating on reflection alone while overlooking critical reflection and reflexivity. This Perspective places the concept of reflective practice under a critical lens to explore a broader view for its application in medical education outside the West. The authors suggest that ideas about reflection in medicine and medical education may not be as easily transferable from Western to non-Western contexts as concepts from biomedical science are. The authors pose the question, When "exporting" Western medical education strategies and principles, how often do Western-trained educators authentically open up to the possibility that there are alternative ways of seeing and knowing that may be valuable in educating Western physicians? One answer lies in the assertion that educators should aspire to turn exportation of educational theory into a truly bidirectional, collaborative exchange in which culturally conscious views of reflective practice contribute to humanistic, equitable patient care. This discussion engages in troubling the already-muddy waters of reflective practice by exploring the global applicability of reflective practice as it is currently applied in medical education. The globalization of medical education demands critical reflection on reflection itself.

  1. Conflict management: assessing educational needs.

    PubMed

    Eason, F R; Brown, S T

    1999-01-01

    In today's healthcare environment, the potential for conflict among healthcare providers exists as changes are occurring at a supersonic pace. The outcomes of conflict may affect patient care and are directly related to the effectiveness of the resolution. Clinical educators and staff development educators are essential in resolution if they assess strategies that are currently being used in managing conflict and then offer more effective resolution strategies. PMID:10531894

  2. Continuing medical education in Europe: towards a harmonised system.

    PubMed

    Costa, A; Van Hemelryck, F; Aparicio, A; Gatzemeier, W; Leer, J W; Maillet, B; Hossfeld, D K

    2010-09-01

    One of the first reports on the state of medical education was published in 1910 in North America, with the support of the Carnegie Foundation, showing that the interest for this issue dates back at least a century. Doctors (and nurses) are among the few professionals who managed to avoid for a long time any sort of evaluation of their knowledge and competence after the achievement of their diploma. But concern has been rising in society about the fast obsolescence of medical knowledge, particularly in the last 50 years when the development of research and technology in the field has been so fast. The concept of Continuing Medical Education gained growing interest after the Second World War as a necessity for health professionals, but also as a form of protection of patients, who have the right to be treated by competent and knowledgeable doctors and nurses. The United States (US)-based Josiah Macy Foundation recently sponsored a conference exploring the state of continuing education and the result is 'a picture of a disorganised system of education with obvious foci of excellence (most in universities) but with most commercially supported events shading more towards product promotion and the welfare of doctors than prioritised dedication to enhancing the care of patients'. Despite the fact that there is a lot to be learned from the US experience, Europe has to find its own way. Considerable progress was made since 1995 when UEMS (Union Européenne des Médecins Spécialistes) started to structure CME activities in Europe at translational level. A workshop on the issue was jointly organised by the European School of Oncology (ESO) and the Accreditation Council of Oncology in Europe (ACOE) in Berlin in September 2009.

  3. Continuing medical education in Europe: towards a harmonised system.

    PubMed

    Costa, A; Van Hemelryck, F; Aparicio, A; Gatzemeier, W; Leer, J W; Maillet, B; Hossfeld, D K

    2010-09-01

    One of the first reports on the state of medical education was published in 1910 in North America, with the support of the Carnegie Foundation, showing that the interest for this issue dates back at least a century. Doctors (and nurses) are among the few professionals who managed to avoid for a long time any sort of evaluation of their knowledge and competence after the achievement of their diploma. But concern has been rising in society about the fast obsolescence of medical knowledge, particularly in the last 50 years when the development of research and technology in the field has been so fast. The concept of Continuing Medical Education gained growing interest after the Second World War as a necessity for health professionals, but also as a form of protection of patients, who have the right to be treated by competent and knowledgeable doctors and nurses. The United States (US)-based Josiah Macy Foundation recently sponsored a conference exploring the state of continuing education and the result is 'a picture of a disorganised system of education with obvious foci of excellence (most in universities) but with most commercially supported events shading more towards product promotion and the welfare of doctors than prioritised dedication to enhancing the care of patients'. Despite the fact that there is a lot to be learned from the US experience, Europe has to find its own way. Considerable progress was made since 1995 when UEMS (Union Européenne des Médecins Spécialistes) started to structure CME activities in Europe at translational level. A workshop on the issue was jointly organised by the European School of Oncology (ESO) and the Accreditation Council of Oncology in Europe (ACOE) in Berlin in September 2009. PMID:20619635

  4. [Design of medical devices management system supporting full life-cycle process management].

    PubMed

    Su, Peng; Zhong, Jianping

    2014-03-01

    Based on the analysis of the present status of medical devices management, this paper optimized management process, developed a medical devices management system with Web technologies. With information technology to dynamic master the use of state of the entire life-cycle of medical devices. Through the closed-loop management with pre-event budget, mid-event control and after-event analysis, improved the delicacy management level of medical devices, optimized asset allocation, promoted positive operation of devices.

  5. 76 FR 63612 - National Committee on Foreign Medical Education and Accreditation Meeting

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-10-13

    ... National Committee on Foreign Medical Education and Accreditation Meeting AGENCY: National Committee on Foreign Medical Education and Accreditation, Office of Postsecondary Education, U.S. Department of... of the National Committee on Foreign Medical Education and Accreditation (NCFMEA). For each...

  6. Logistics Management Education.

    ERIC Educational Resources Information Center

    Bard, Paul F.; Quinn, James L.

    This document is concerned with the forces of change, which are sweeping the nation, requiring the redefining of national objectives, the redetermining of national priorities, and the reallocating of the national resources. It has become increasingly imperative that military executives competently manage the vast resources entrusted to them to…

  7. Time Management for Educators.

    ERIC Educational Resources Information Center

    Burden, Paul R.

    Time management principles can help teachers become more aware of ways in which time can be used to the greatest advantage. An exploration of personal time perspectives is a step toward establishing effective patterns of behavior. Productivity may be high in the morning and low in the late afternoon, for example, and organizing some activities to…

  8. A Student Authored Online Medical Education Textbook: Editing Patterns and Content Evaluation of a Medical Student Wiki

    PubMed Central

    Thompson, CL; Schulz1, Wade L.; Terrence, Adam

    2011-01-01

    The University of Minnesota medical student wiki (UMMedWiki) allows students to collaboratively edit classroom notes to support medical education. Since 2007, UMMedWiki has grown to include 1,591 articles that have collectively received 1.2 million pageviews. Although small-scale wikis have become increasingly important, little is known about their dynamics compared to large wikis, such as Wikipedia. To better understand UMMedWiki’s management and its potential reproducibility at other medical schools, we used an edit log with 28,000 entries to evaluate the behavior of its student editors. The development of tools to survey UMMedwiki allows for quality comparisons that improve both the wiki and the curriculum itself. We completed a content survey by comparing the UMMedWiki with two types of rubric data: TIME, a medical education taxonomy consisting of 1500 terms and national epidemiological data on 2,100 diseases. PMID:22195202

  9. Continuing medical education challenges in chronic fatigue syndrome

    PubMed Central

    2009-01-01

    Background Chronic fatigue syndrome (CFS) affects at least 4 million people in the United States, yet only 16% of people with CFS have received a diagnosis or medical care for their illness. Educating health care professionals about the diagnosis and management of CFS may help to reduce population morbidity associated with CFS. Methods This report presents findings over a 5-year period from May 2000 to June 2006 during which we developed and implemented a health care professional educational program. The objective of the program was to distribute CFS continuing education materials to providers at professional conferences, offer online continuing education credits in different formats (e.g., print, video, and online), and evaluate the number of accreditation certificates awarded. Results We found that smaller conference size (OR = 80.17; 95% CI 8.80, 730.25), CFS illness related target audiences (OR = 36.0; 95% CI 2.94, 436.34), and conferences in which CFS research was highlighted (OR = 4.15; 95% CI 1.16, 14.83) significantly contributed to higher dissemination levels, as measured by visit rates to the education booth. While print and online courses were equally requested for continuing education credit opportunities, the online course resulted in 84% of the overall award certificates, compared to 14% for the print course. This remained consistent across all provider occupations: physicians, nurses, physician assistants, and allied health professionals. Conclusion These findings suggest that educational programs promoting materials at conferences may increase dissemination efforts by targeting audiences, examining conference characteristics, and promoting online continuing education forums. PMID:19954535

  10. Peer-Reviewed Reports of Innovative Approaches in Medical Education.

    ERIC Educational Resources Information Center

    Anderson, M. Brownell, Ed.

    2000-01-01

    Presents 73 summaries of innovative approaches in medical education covering such topics as professionalism, culture and diversity, preclinical education, clinical education, evidence-based medicine, education in the community, longitudinal ambulatory care experiences, applications of computer technology, residents as teachers, graduate medical…

  11. The Government-Medical Education Partnership.

    ERIC Educational Resources Information Center

    Califano, Joseph A., Jr.

    1979-01-01

    Issues addressed in this speech to the Association of American Medical Colleges include: oversupply of doctors, geographic maldistribution, demographic changes needed by medical schools, federal strategies, medical ethics, preventive medicine, and the economics of health care.

  12. Satisfaction of Iranian Medical Universities’ faculty members towards holding Shahid Motahari Annual Educational Festival

    PubMed Central

    HOSSEINI, SEYYED NASROLLAH; MOHSENI BAND PEY, ANOSHIRAVAN; HOSSEINI, SEYYED ALI; KARAMI MATIN, BEHZAD; MIRZAEI ALAVIJEH, MEHDI; JALILIAN, FARZAD

    2015-01-01

    Introduction Shahid Motahari Annual Educational Festival aims to improve the quality of medical education in the Islamic Republic of Iran, and has held since 2008. The present study was performed to determine the satisfaction level of Iranian medical universities’ faculty members about holding Shahid Motahari Annual Educational Festival during the past six years, from 2008 to 2014. Methods This cross-sectional study was conducted on 473 faculty members (FMs) including deputies and educational administrators, managers, and faculty members of medical education development centers, members of scientific committees, and faculty members who participated in Shahid Motahari Festival from 42 medical sciences universities in Iran. Data collection instruments were two reliable and valid questionnaires on the background and also participants’ satisfaction towards Shahid Motahari Educational Festival. Data were analyzed using SPSS Software, version 14. Results Among all participants, 30 FMs (6.3%) were educational deputies, 36 FMs (7.6%) managers of medical education development centers, 226 FMs (56.2%) members of scientific committees, 29 FMs (6.1%) members of the national committees, 343 FMs (27.5%) attendees, and 264 FMs (55.8%) had participated for retraining. The total satisfaction level of the participants was 73.3% which shows a good satisfaction level. Conclusion The results identified the main important strength points such as “proposals’ review process at the country level” and weakness points such as “organizing the festival”. PMID:26457313

  13. The Changing Medical Care System: Some Implications for Medical Education.

    ERIC Educational Resources Information Center

    Foreman, Spencer

    1986-01-01

    The medical care system is undergoing widespread and significant changes. Individual hospitals may be disappearing as mergers, acquisitions, and a variety of multi-institutional arrangements become the dominant form and as a host of free-standing medical enterprises spread out into the community. (MLW)

  14. The Current State of Medical Education in Chinese Medical Schools

    ERIC Educational Resources Information Center

    Kosik, Russell Oliver; Huang, Lei; Cai, Qiaoling; Xu, Guo-Tong; Zhao, Xudong; Guo, Li; Tang, Wen; Chen, Qi; Fan, Angela Pei-Chen

    2014-01-01

    Today's doctor is as much a humanist as a scientist. Medical schools have responded to this change by introducing a variety of courses, most notably those concerning the humanities and ethics. Thus far, no one has examined the extent of use of these subjects in Chinese medical schools. The goal of this study is to determine how many and in…

  15. World Federation for Medical Education Policy on international recognition of medical schools' programme.

    PubMed

    Karle, Hans

    2008-12-01

    The increasing globalisation of medicine, as manifested in the migration rate of medical doctors and in the growth of cross-border education providers, has inflicted a wave of quality assurance efforts in medical education, and underlined the need for definition of standards and for introduction of effective and transparent accreditation systems. In 2004, reflecting the importance of the interface between medical education and the healthcare delivery sector, a World Health Organization (WHO)/World Federation for Medical Education (WFME) Strategic Partnership to improve medical education was formed. In 2005, the partnership published Guidelines for Accreditation of Basic Medical Education. The WHO/WFME Guidelines recommend the establishment of proper accreditation systems that are effective, independent, transparent and based on medical education-specific criteria. An important prerequisite for this development was the WFME Global Standards programme, initiated in 1997 and widely endorsed. The standards are now being used in all 6 WHO/WFME regions as a basis for quality improvement of medical education throughout its continuum and as a template for national and regional accreditation standards. Promotion of national accreditation systems will have a pivotal influence on future international appraisal of medical education. Information about accreditation status - the agencies involved and the criteria and procedure used - will be an essential component of new Global Directories of Health Professions Educational Institutions. According to an agreement between the WHO and the University of Copenhagen (UC), these Directories (the Avicenna Directories) will be developed and published by the UC with the assistance of the WFME, starting with renewal of the WHO World Directory of Medical Schools, and sequentially expanding to cover educational institutions for other health professions. The Directories will be a foundation for international meta-recognition ("accrediting the

  16. World Federation for Medical Education Policy on international recognition of medical schools' programme.

    PubMed

    Karle, Hans

    2008-12-01

    The increasing globalisation of medicine, as manifested in the migration rate of medical doctors and in the growth of cross-border education providers, has inflicted a wave of quality assurance efforts in medical education, and underlined the need for definition of standards and for introduction of effective and transparent accreditation systems. In 2004, reflecting the importance of the interface between medical education and the healthcare delivery sector, a World Health Organization (WHO)/World Federation for Medical Education (WFME) Strategic Partnership to improve medical education was formed. In 2005, the partnership published Guidelines for Accreditation of Basic Medical Education. The WHO/WFME Guidelines recommend the establishment of proper accreditation systems that are effective, independent, transparent and based on medical education-specific criteria. An important prerequisite for this development was the WFME Global Standards programme, initiated in 1997 and widely endorsed. The standards are now being used in all 6 WHO/WFME regions as a basis for quality improvement of medical education throughout its continuum and as a template for national and regional accreditation standards. Promotion of national accreditation systems will have a pivotal influence on future international appraisal of medical education. Information about accreditation status - the agencies involved and the criteria and procedure used - will be an essential component of new Global Directories of Health Professions Educational Institutions. According to an agreement between the WHO and the University of Copenhagen (UC), these Directories (the Avicenna Directories) will be developed and published by the UC with the assistance of the WFME, starting with renewal of the WHO World Directory of Medical Schools, and sequentially expanding to cover educational institutions for other health professions. The Directories will be a foundation for international meta-recognition ("accrediting the

  17. A Smartwatch-Driven Medication Management System Compliant to the German Medication Plan.

    PubMed

    Keil, Andreas; Gegier, Konstantin; Pobiruchin, Monika; Wiesner, Martin

    2016-01-01

    Medication adherence is an important factor for the outcome of medical therapies. To support high adherence levels, smartwatches can be used to assist the patient. However, a successful integration of such devices into clinicians' or general practitioners' information systems requires the use of standards. In this paper, a medication management system supplied with smartwatch generated feedback events is presented. It allows physicians to manage their patients' medications and track their adherence in real time. Moreover, it fosters interoperability via a ISO/IEC 16022 data matrix which encodes related medication data in compliance with the German Medication Plan specification. PMID:27577368

  18. Education and research in medical optronics in France

    NASA Astrophysics Data System (ADS)

    Demongeot, Jacques; Fleute, M.; Herve, T.; Lavallee, Stephane

    2000-06-01

    First we present here the main post-graduate courses proposed in France both for physicians and engineers in medical optronics. After we explain which medical domains are concerned by this teaching, essentially computer assisted surgery, telemedicine and functional exploration. Then we show the main research axes in these fields, in which new jobs have to be invented and new educational approaches have to be prepared in order to satisfy the demand coming both from hospitals (mainly referent hospitals) and from industry (essentially medical imaging and instrumentation companies). Finally we will conclude that medical optronics is an important step in an entire chain of acquisition and processing of medical data, capable to create the medical knowledge a surgeon or a physician needs for diagnosis or therapy purposes. Optimizing the teaching of medical optronics needs a complete integration from acquiring to modeling the medical reality. This tendency to give a holistic education in medical imaging and instrumentation is called `Model driven Acquisition' learning.

  19. Supporting practice learning time for non-medical prescribing students: managers' views.

    PubMed

    Unwin, Rachel; Redman, Susan; Bain, Heather; Macphee, Michael; McElhinney, Evelyn; Downer, Frances; Paterson, Ruth

    2016-06-01

    Managers in healthcare services have ever-increasing demands to consider in relation to front line care, including the continuing professional education needs of qualified practitioners who are advancing their roles. One advancement is non-medical prescribing, and this article reports part of the findings from a survey undertaken in Scotland which explored managers' views of the clinical support of staff enrolled on a non-medical prescribing programme. The article discusses how managers have an important role to play in supporting these learners in practice, and suggests all stakeholders should be aware of the pressure this adds to managers, and seek creative solutions to support the process of learning.

  20. Supporting practice learning time for non-medical prescribing students: managers' views.

    PubMed

    Unwin, Rachel; Redman, Susan; Bain, Heather; Macphee, Michael; McElhinney, Evelyn; Downer, Frances; Paterson, Ruth

    2016-06-01

    Managers in healthcare services have ever-increasing demands to consider in relation to front line care, including the continuing professional education needs of qualified practitioners who are advancing their roles. One advancement is non-medical prescribing, and this article reports part of the findings from a survey undertaken in Scotland which explored managers' views of the clinical support of staff enrolled on a non-medical prescribing programme. The article discusses how managers have an important role to play in supporting these learners in practice, and suggests all stakeholders should be aware of the pressure this adds to managers, and seek creative solutions to support the process of learning. PMID:27246432

  1. Nutrition in Medicine: Nutrition Education for Medical Students and Residents

    PubMed Central

    Adams, Kelly M.; Kohlmeier, Martin; Powell, Margo; Zeisel, Steven H.

    2015-01-01

    Proper nutrition plays a key role in disease prevention and treatment. Many patients understand this link and look to physicians for guidance diet and physical activity. Actual physician practice, however, is often inadequate in addressing the nutrition aspects of diseases such as cancer, obesity, and diabetes. Physicians do not feel comfortable, confident, or adequately prepared to provide nutrition counseling, which may be related to suboptimal knowledge of basic nutrition science facts and understanding of potential nutrition interventions. Historically, nutrition education has been underrepresented at many medical schools and residency programs. Our surveys over a decade show that most medical schools in the United States are still not ensuring adequate nutrition education, and they are not producing graduates with the nutrition competencies required in medical practice. Physicians, residents, and medical students clearly need more training in nutrition assessment and intervention. The Nutrition in Medicine (NIM) project, established to develop and distribute a core nutrition curriculum for medical students, offers a comprehensive online set of courses free of charge to medical schools. The NIM medical school curriculum is widely used in the United States and abroad. A new initiative, Nutrition Education for Practicing Physicians, offers an innovative online medical nutrition education program for residents and other physicians-in-training, but with targeted, practice-based educational units designed to be completed in 15 minutes or less. The NIM project is strengthening medical nutrition practice by providing a free, comprehensive, online nutrition curriculum with clinically relevant, evidence-based medical education for undergraduate and postgraduate learners. PMID:20962306

  2. Community Education: Managing for Success.

    ERIC Educational Resources Information Center

    American Association of School Administrators, Arlington, VA.

    An examination of several school systems across the country offering community education programs provided information for this report on successful management techniques and unique program ideas, featuring tips from experts and a number of "how-to" suggestions. Drawing particularly on the experiences of administrators with programs in Flint,…

  3. Educational Management: Theory and Practice.

    ERIC Educational Resources Information Center

    Okumbe, J. A.

    This book provides the reader with principal theories and practices of management in educational organizations. It attempts to widen both the breadth and depth of the body of knowledge in this area of specialization. The work provides useful reference material for students and scholars at the undergraduate and postgraduate levels in universities…

  4. Institutional Management in Higher Education.

    ERIC Educational Resources Information Center

    Organisation for Economic Cooperation and Development, Paris (France). Centre for Educational Research and Innovation.

    This is the report of a conference sponsored by the Centre for Educational Research and Innovation. The conference discussed the findings of the Centre's 2-year program which attempted to demonstrate how the resource management of universities may be improved through better decisionmaking in the realms of finance, information, human flows, the use…

  5. Behavioral Science in Medical Education: An Updated Bibliography.

    ERIC Educational Resources Information Center

    Holmes, George R.; And Others

    1981-01-01

    Holmes, et al., in 1979 compiled a bibliography of behavioral science in undergraduate and graduate education. Since 1979, 75 additional studies of behavioral science in medical education have been identified. The current updated bibliography contains 200 entries. Reference sources used were foreign medical journals, Index Medicus, and…

  6. Basis of Accreditation for Educational Programs in Allied Medical Disciplines.

    ERIC Educational Resources Information Center

    Canadian Medical Association, Ottawa (Ontario).

    Designed as a guide to accreditation for educational programs in the allied medical disciplines in Canada, this report provides educators with guidelines, general requirements and requirements for specific programs. Following information on the organization, structure, goals and terminology of accreditation of allied medical programs in Canada,…

  7. Students Learning from Patients: Let's Get Real in Medical Education

    ERIC Educational Resources Information Center

    Bleakley, Alan; Bligh, John

    2008-01-01

    Medical students must be prepared for working in inter-professional and multi-disciplinary clinical teams centred on a patient's care pathway. While there has been a good deal of rhetoric surrounding patient-centred medical education, there has been little attempt to conceptualise such a practice beyond the level of describing education of…

  8. Promoting Interdisciplinary Collaboration: Trainees Addressing Siloed Medical Education

    ERIC Educational Resources Information Center

    Kitts, Robert Li; Christodoulou, Joanna; Goldman, Stuart

    2011-01-01

    Objective: Professional siloing within medical institutions has been identified as a problem in medical education, including resident training. The authors discuss how trainees from different disciplines can collaborate to address this problem. Method: A group of trainees from psychiatry, developmental medicine, neurology, and education came…

  9. Storytelling: Discourse Analysis for Understanding Collective Perceptions of Medical Education

    ERIC Educational Resources Information Center

    Vovides, Yianna; Inman, Sarah

    2013-01-01

    Using discourse analysis, the goal of this exploratory project was to determine what practitioners of medical education in Sub-Saharan Africa considered key achievements, within the scope of their Medical Education Partnership Initiative (MEPI) activities, after their initial two-year implementation efforts. To do so, a series of 58 video stories…

  10. Medical Education and the Physician Workforce of Iraq

    ERIC Educational Resources Information Center

    Al Mosawi, Aamir Jalal

    2008-01-01

    The lack of resources in a country experiencing decades of successive wars, blockade, administrative corruption, and poor governance led to deteriorated standards throughout medical education. Although professional certification programs exist, continuing medical education accreditation and credit systems are required to monitor and certify the…

  11. Medical Education Financing: Issues and Options. NCHSR Research Digest Series.

    ERIC Educational Resources Information Center

    Hadley, Jack

    This Digest is a summary of the principal policy implications from Medical Education Financing: Policy Analyses and Options for the 1980s, comprehensive policy analyses of options for financing both undergraduate and graduate medical education. Five general classes of options are evaluated: (1) reimbursement reforms, (2) loan programs, (3)…

  12. Medical education and the physician workforce of Iraq.

    PubMed

    Al Mosawi, Aamir Jalal

    2008-01-01

    The lack of resources in a country experiencing decades of successive wars, blockade, administrative corruption, and poor governance led to deteriorated standards throughout medical education. Although professional certification programs exist, continuing medical education accreditation and credit systems are required to monitor and certify the continuing professional development of physicians.

  13. [Formation of medical education in North Korea: 1945-1948].

    PubMed

    Heo, Yun-Jung; Cho, Young-Soo

    2014-08-01

    This study focuses on the formation of medical education in North Korea from 1945 to 1948 in terms of the centralization of medical education, and on the process and significance of the systemization of medical education. Doctors of the past trained under the Japanese colonial system lived and worked as liberalists. More than half of these doctors who were in North Korea defected to South Korea after the country was liberated. Thus the North Korean regime faced the urgent task of cultivating new doctors who would 'serve the state and people.' Since the autumn of 1945, right after national liberation, Local People's Committees organized and implemented medical education autonomously. Following the establishment of the Provisional People's Committee of North Korea, democratic reform was launched, leading to the centralized administration of education. Consequently, medical educational institutions were realigned, with some elevated to medical colleges and others shut down. The North Korean state criticised the liberalistic attitude of doctors and the bureaucratic style of health administration, and tried to reform their political consciousness through political inculcation programs. The state also grant doctors living and housing privileges, which show its endeavor to build 'state medicine'. By 1947, a medical education system was established in which the education administration was put in charge of training new doctors while the health administration was put in charge of nurturing and retraining health workers. In this way, the state was the principal agent that actively established a centralized administrative system in the process of the formation of medical education in North Korea following national liberation. Another agent was deeply involved in this process - the faculty that was directly in charge of educating the new doctors. Studying the medical faculty remains another research task for the future. By exploring how the knowledge, generational experience

  14. Expected Benefits of Streamlining Undergraduate Medical Education by Early Commitment to Specific Medical Specialties

    ERIC Educational Resources Information Center

    Benbassat, Jochanan; Baumal, Reuben

    2012-01-01

    Undergraduate medical education is too long; it does not meet the needs for physicians' workforce; and its content is inconsistent with the job characteristics of some of its graduates. In this paper we attempt to respond to these problems by streamlining medical education along the following three reforms. First, high school graduates would be…

  15. Medical education in India: current challenges and the way forward.

    PubMed

    Solanki, Anjali; Kashyap, Surender

    2014-12-01

    Medical education in India is suffering from various shortcomings at conceptual as well as implementation level. With the expansion in medical education, the doctor to patient ratio has increased but these numbers do not align well with the overall quality of medical care in the country. To address this issue, a comprehensive analysis of various associated factors is essential. Indian medical education is suffering from a maldistribution of resources, unregulated growth in the private sector, lack of uniform admission procedures and traditional curricula lacking innovative approaches. To achieve higher standards of medical education, our goal should be to re-evaluate each and every aspect; create an efficient accreditation system; promote an equal distribution of resources, redesign curricula with stricter implementation and improved assessment methodologies; all of which will generate efficient medical graduates and consequently better health care delivery, and resulting in desired change within the system.

  16. [Graduate Medical Education - Structured, competency based training in Anesthesiology].

    PubMed

    Hahnenkamp, Klaus; Wenning, Markus

    2016-07-01

    The "Joint Commission of BDA and DGAI for Graduate Medical Education and Further Education" presents a concept for postgraduate training in anesthesiology. Aiming at a different and demanding generation of young physicians it proposes a new approach to an attractive training in anesthesiology e. g. by simulation as one key concept. It is also intended to meet the guidelines of the German Medical Association of competency based rather than time based or procedure based graduate medical education. A clear structure and the competency based approach shall facilitate a process of professional teaching. The article describes the new concept of graduate medical education by the German Medical Association and the respective aims and objectives of the Scientific Medical Societies in Germany. An existing implementation in a hospital is given as an example of feasibility.

  17. Summary of Closed Circuit Television Activities in Medical Education.

    ERIC Educational Resources Information Center

    London Univ. (England). Inst. of Education.

    This 1967 summary of closed circuit television (CCTV) activities in medical education presents descriptive information on 35 different medical institutions in Great Britain. Specific data on CCTV are offered by institution, equipment, and uses under each medical field: anatomy, anaesthetics, geriatrics, medicine, obstretrics and gynaecology,…

  18. Commercial Sites Outbid Medical Schools for Instructors in Continuing Education.

    ERIC Educational Resources Information Center

    Mangan, Katherine S.

    2000-01-01

    Reports that prominent medical professors are being solicited away from medical schools by large honoraria or high remuneration offered by commercial companies that provide continuing education services to physicians on the Internet. Suggests that medical schools consider potential partnerships with dot-com companies to develop continuing…

  19. Widening Participation in Medical Education: Challenging Elitism and Exclusion

    ERIC Educational Resources Information Center

    Boursicot, Kathy; Roberts, Trudie

    2009-01-01

    In this paper, we examine issues relating to the enduring nature of elitism and exclusion in medical education by exploring the changes in social and policy influences on the admission and inclusion of women and disabled people to undergraduate medical courses and the medical profession. The widening participation imperative in the United Kingdom…

  20. Surgeons as Medical School Educators: An Untapped Resource

    ERIC Educational Resources Information Center

    Haubert, Lisa M.; Way, David; DePhilip, Robert; Tam, Marty; Bishop, Julie; Jones, Kenneth; Moffatt-Bruce, Susan D.

    2011-01-01

    Despite extensive experience teaching residents, surgeons are an untapped resource for educating medical students. We hypothesized that by involving surgeons as teachers earlier in the medical school curriculum, medical students' interest in surgery will increase and their opinions of surgeons will improve. Five programs designed to involve…

  1. The Bologna process, medical education and integrated learning.

    PubMed

    Cumming, Allan

    2010-01-01

    The Bologna Declaration, signed in 1999 by all European Ministers of Education and currently in a phase of active implementation in Europe, specifies a three-cycle degree structure - Bachelor's, Master's, Doctorate - for all disciplines in Higher Education. The application of this model to medical education has been opposed on various grounds. In particular, a 'Ba/Ma' model for undergraduate medical degrees has been viewed as undoing recent progress towards fully integrated learning of basic and clinical medical sciences. However, this can be overcome by the use of a learning outcomes framework, agreed at European level, that reinforces the primarily medical nature of both degrees and which requires integrated teaching, learning and assessment at every stage. With this proviso, application of the Bologna principles to medicine can help to drive educational development and quality enhancement in European medical education. PMID:20353328

  2. Economic analysis in medical education: definition of essential terms.

    PubMed

    Walsh, Kieran

    2014-10-01

    Medical education is expensive. There is a growing interest in the subject of cost and value in medical education. However, in the medical education literature, terms are sometimes used loosely - and so there is a need for basic grounding in the meaning of commonly used and important terms in medical education economics. The purpose of this article is to define some terms that are frequently used in economic analysis in medical education. In this article, terms are described, and the descriptions are followed by a worked example of how the terms might be used in practice. The following terms are described: opportunity cost, total cost of ownership, sensitivity analysis, viewpoint, activity-based costing, efficiency, technical efficiency, allocative efficiency, price and transaction costs. PMID:25072235

  3. Economic analysis in medical education: definition of essential terms.

    PubMed

    Walsh, Kieran

    2014-10-01

    Medical education is expensive. There is a growing interest in the subject of cost and value in medical education. However, in the medical education literature, terms are sometimes used loosely - and so there is a need for basic grounding in the meaning of commonly used and important terms in medical education economics. The purpose of this article is to define some terms that are frequently used in economic analysis in medical education. In this article, terms are described, and the descriptions are followed by a worked example of how the terms might be used in practice. The following terms are described: opportunity cost, total cost of ownership, sensitivity analysis, viewpoint, activity-based costing, efficiency, technical efficiency, allocative efficiency, price and transaction costs.

  4. Electronic Medical Records and Their Impact on Resident and Medical Student Education

    ERIC Educational Resources Information Center

    Keenan, Craig R.; Nguyen, Hien H.; Srinivasan, Malathi

    2006-01-01

    Objective: Electronic medical records (EMRs) are becoming prevalent and integral tools for residents and medical students. EMRs can integrate point-of-service information delivery within the context of patient care. Though it may be an educational tool, little is known about how EMR technology is currently used for medical learners. Method: The…

  5. EFSUMB statement on medical student education in ultrasound [short version].

    PubMed

    Cantisani, V; Dietrich, C F; Badea, R; Dudea, S; Prosch, H; Cerezo, E; Nuernberg, D; Serra, A L; Sidhu, P S; Radzina, M; Piscaglia, F; Bachmann Nielsen, M; Calliada, F; Gilja, O H

    2016-02-01

    The European Federation of Societies for Ultrasound in Medicine and Biology (EFSUMB) recommends that ultrasound should be used systematically as an easy accessible and instructive educational tool in the curriculum of modern medical schools. Medical students should acquire theoretical knowledge of the modality and hands-on training should be implemented and adhere to evidence-based principles. In this paper we summarise EFSUMB policy statements on medical student education in ultrasound. PMID:26871409

  6. Improving medical graduates’ training in palliative care: advancing education and practice

    PubMed Central

    Head, Barbara A; Schapmire, Tara J; Earnshaw, Lori; Chenault, John; Pfeifer, Mark; Sawning, Susan; Shaw, Monica A

    2016-01-01

    The needs of an aging population and advancements in the treatment of both chronic and life-threatening diseases have resulted in increased demand for quality palliative care. The doctors of the future will need to be well prepared to provide expert symptom management and address the holistic needs (physical, psychosocial, and spiritual) of patients dealing with serious illness and the end of life. Such preparation begins with general medical education. It has been recommended that teaching and clinical experiences in palliative care be integrated throughout the medical school curriculum, yet such education has not become the norm in medical schools across the world. This article explores the current status of undergraduate medical education in palliative care as published in the English literature and makes recommendations for educational improvements which will prepare doctors to address the needs of seriously ill and dying patients. PMID:26955298

  7. Improving medical graduates' training in palliative care: advancing education and practice.

    PubMed

    Head, Barbara A; Schapmire, Tara J; Earnshaw, Lori; Chenault, John; Pfeifer, Mark; Sawning, Susan; Shaw, Monica A

    2016-01-01

    The needs of an aging population and advancements in the treatment of both chronic and life-threatening diseases have resulted in increased demand for quality palliative care. The doctors of the future will need to be well prepared to provide expert symptom management and address the holistic needs (physical, psychosocial, and spiritual) of patients dealing with serious illness and the end of life. Such preparation begins with general medical education. It has been recommended that teaching and clinical experiences in palliative care be integrated throughout the medical school curriculum, yet such education has not become the norm in medical schools across the world. This article explores the current status of undergraduate medical education in palliative care as published in the English literature and makes recommendations for educational improvements which will prepare doctors to address the needs of seriously ill and dying patients.

  8. Medical education for social justice: Paulo Freire revisited.

    PubMed

    DasGupta, Sayantani; Fornari, Alice; Geer, Kamini; Hahn, Louisa; Kumar, Vanita; Lee, Hyun Joon; Rubin, Susan; Gold, Marji

    2006-01-01

    Although social justice is an integral component of medical professionalism, there is little discussion in medical education about how to teach it to future physicians. Using adult learning theory and the work of Brazilian educator Paulo Freire, medical educators can teach a socially-conscious professionalism through educational content and teaching strategies. Such teaching can model non-hierarchical relationships to learners, which can translate to their clinical interactions with patients. Freirian teaching can additionally foster professionalism in both teachers and learners by ensuring that they are involved citizens in their local, national and international communities.

  9. Enabling Access to Medical and Health Education in Rwanda Using Mobile Technology: Needs Assessment for the Development of Mobile Medical Educator Apps

    PubMed Central

    Tomaszewski, Brian; Dusabejambo, Vincent; Ndayiragije, Vincent; Gonsalves, Snedden; Sawant, Aishwarya; Mumararungu, Angeline; Gasana, George; Amendezo, Etienne; Haake, Anne; Mutesa, Leon

    2016-01-01

    locally adapted mobile education app that utilizes specific Rwandan medical education resources. Based on our results, we propose a mobile medical education app that could provide many benefits such as rapid decision making with lower error rates, increasing the quality of data management and accessibility, and improving practice efficiency and knowledge. In areas where Internet access is limited, the proposed mobile medical education app would need to run on a mobile device without Internet access. Conclusions A user-centered design approach was adopted, starting with a needs assessment with representative end users, which provided recommendations for the development of a mobile medical education app specific to Rwanda. Specific app features were identified through the needs assessment and it was evident that there will be future benefits to ongoing incorporation of user-centered design methods to better inform the software development and improve its usability. Results of the user-centered design reported here can inform other medical education technology developments in LMIC to ensure that technologies developed are usable by all stakeholders. PMID:27731861

  10. The study of literature in medical education.

    PubMed

    Hunter, K M; Charon, R; Coulehan, J L

    1995-09-01

    The study of literature encourages the development of otherwise hard-to-teach clinical competencies. It provides access to the values and experiences of physicians, patients, and families; it calls for the exercise of skill in observation and interpretation, develops clinical imagination, and, especially through writing, preserves fluency in ordinary language and promotes clarity of observation, expression, and self-knowledge. Faculty in one-third of U.S. medical schools teach literature in courses that, although concentrated in the preclinical years, range from the first day of school, through residency programs. Once focused on the work of physician-authors and realist fiction about illness that encouraged moral reflection about the practice of medicine, literary study in medicine now encompasses a wide range of literature and narrative types, including the patient history and the clinical case. Literary study is intended not only to enrich students' moral education but also to increase their narrative competence, to foster a tolerance for the uncertainties of clinical practice, and to provide a grounding for empathic attention to patients. Literature may be included in medical humanities courses, and it may provide rich cases for ethics courses or introductions to the patient-physician relationship; it also may be the focus of small, elective, or selective courses, frequently on particular social issues or on the experience of illness. Reading, discussion, writing, and role-play rather than lectures are the methods employed; faculty include those with PhDs in literature and MDs who have strong interests in the contributions of literature to practice.(ABSTRACT TRUNCATED AT 250 WORDS) PMID:7669155

  11. 78 FR 9899 - National Committee on Foreign Medical Education and Accreditation

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-02-12

    ... From the Federal Register Online via the Government Publishing Office DEPARTMENT OF EDUCATION National Committee on Foreign Medical Education and Accreditation AGENCY: Office of Postsecondary Education, U.S. Department of Education, National Committee on Foreign Medical Education and...

  12. Growth trends in medical specialists education in Iran; 1979 - 2013.

    PubMed

    Simforoosh, Nasser; Ziaee, Seyed Amir Mohsen; Tabatabai, Shima H

    2014-11-01

    Over the past 35 years Iran had significant quantitative progress in postgraduate medical education; and growth in specialist's physician workforce supply. Health and medical education policy makers have struggled with many issues related to physician supply, such as determining the sufficient number of physicians workforce and the appropriate number to train; establishing new medical schools; the diversity of specialty programs; efforts to increase the supply of physicians in specialty level in remote and rural areas; and the growing number of female physicians and its impact on health services. After establishment of Ministry of Health and Medical Education (MoHME) in Iran, expansion of medical specialty education was a priority. Since then, great advances have been made in training of new specialty programs. Despite of these brilliant advances during the last decades in Iran, there has been no integrated and comprehensive documentation of previous and current growth trend, yet. To understand where Iranian physician supply and specialty training is headed, we examined the Iranian medical specialist's trends from 1979 to 2013 in a national study by support of Iranian academy of medicine. This paper documents the growth trend of medical specialist's workforce over the past 35 years. Examining the health manpower growth trends allow health and medical education policy makers to plan innovative strategies for the purposeful development of postgraduate medical education to ensure that in future there would be sufficient physicians supply, with the right skills, in the right places in response to population demands.

  13. Status of neurology medical school education

    PubMed Central

    Ali, Imran I.; Isaacson, Richard S.; Safdieh, Joseph E.; Finney, Glen R.; Sowell, Michael K.; Sam, Maria C.; Anderson, Heather S.; Shin, Robert K.; Kraakevik, Jeff A.; Coleman, Mary; Drogan, Oksana

    2014-01-01

    Objective: To survey all US medical school clerkship directors (CDs) in neurology and to compare results from a similar survey in 2005. Methods: A survey was developed by a work group of the American Academy of Neurology Undergraduate Education Subcommittee, and sent to all neurology CDs listed in the American Academy of Neurology database. Comparisons were made to a similar 2005 survey. Results: Survey response rate was 73%. Neurology was required in 93% of responding schools. Duration of clerkships was 4 weeks in 74% and 3 weeks in 11%. Clerkships were taken in the third year in 56%, third or fourth year in 19%, and fourth year in 12%. Clerkship duration in 2012 was slightly shorter than in 2005 (fewer clerkships of ≥4 weeks, p = 0.125), but more clerkships have moved into the third year (fewer neurology clerkships during the fourth year, p = 0.051). Simulation training in lumbar punctures was available at 44% of schools, but only 2% of students attempted lumbar punctures on patients. CDs averaged 20% protected time, but reported that they needed at least 32%. Secretarial full-time equivalent was 0.50 or less in 71% of clerkships. Eighty-five percent of CDs were “very satisfied” or “somewhat satisfied,” but more than half experienced “burnout” and 35% had considered relinquishing their role. Conclusion: Trends in neurology undergraduate education since 2005 include shorter clerkships, migration into the third year, and increasing use of technology. CDs are generally satisfied, but report stressors, including inadequate protected time and departmental support. PMID:25305155

  14. Views of Medical Teachers Regarding the Need of Training or Course on Medical Education.

    PubMed

    Khatun, M; Ali, M I; Pathan, F H

    2015-10-01

    Medical education in Bangladesh is poorly assessed and there is a general lack of documented knowledge about the challenges facing this field and the needs for its development. It was Cross-sectional descriptive type of study carried out among the teachers of two public (Sir Salimullah Medical College, Dhaka and Sher-E-Bangla Medical College, Barisal) and two non-government Medical Colleges (Northern Medical College, Dhaka and IBN Sina Medical College, Dhaka) during the period of July 1, 2011 to June 30, 2012 to explore their views regarding the training or course in medical education. The sample size was 204 who were selected purposively. The data were collected by a semi-structured and self-administered questionnaire. From the study it was revealed that majority 201(98.5%) of respondents showed their interest for training or course on medical education. Among them 123(61.2%) preferred a regular course, 58(28.8%) desired for training program and 20(9.9%) for refresher training on medical education. Most 83(67.4%) of the respondents agreed that there are barriers to participate in a training or course on medical education. Thirty four (43.6%) expressed their opinion that the duration of the training should be at least three months.

  15. Medical management of small abdominal aortic aneurysms.

    PubMed

    Baxter, B Timothy; Terrin, Michael C; Dalman, Ronald L

    2008-04-01

    Abdominal aortic aneurysm is a common condition that may be lethal when it is unrecognized. Current guidelines suggest repair as the aneurysm diameter reaches 5.0 to 5.5 cm. Most aortic aneurysms are detected incidentally when imaging is done for other purposes or through screening programs. Ninety percent of these aneurysms are below the threshold for intervention at the time of detection. A number of studies have sought to determine factors that lead to progression of aneurysmal disease that might be amenable to intervention during this period of observation. We review these studies and make recommendations for the medical management of small abdominal aortic aneurysms. On the basis of our current knowledge of the causes of aneurysm, a number of approaches have been proposed to prevent progression of aneurysmal disease. These include hemodynamic management, inhibition of inflammation, and protease inhibition. The American College of Cardiology/American Heart Association clinical practice guidelines rules of evidence have helped to define strength of evidence to support these approaches. Level A evidence (from large randomized trials) is available to indicate that observation of small aneurysms in men is safe up to a size of 5.5 cm and that propranolol does not inhibit aneurysm expansion. Level B evidence (from small randomized trials) suggests that roxithromycin or doxycycline will decrease the rate of aneurysm expansion. A number of studies agree that tobacco use is associated with an increased rate of aneurysm expansion. Level B and C evidence is available to suggest that 3-hydroxy-3-methylglutaryl coenzyme A reductase inhibitors (statins) may inhibit aneurysm expansion. There are animal data but no human data demonstrating that angiotensin-converting enzyme inhibitors or losartan, an angiotensin receptor blocker, will decrease the rate of AAA expansion. A pharmacological agent without important side effects that inhibited aneurysm expansion could change

  16. Things to come: postmodern digital knowledge management and medical informatics.

    PubMed

    Matheson, N W

    1995-01-01

    The overarching informatics grand challenge facing society is the creation of knowledge management systems that can acquire, conserve, organize, retrieve, display, and distribute what is known today in a manner that informs and educates, facilitates the discovery and creation of new knowledge, and contributes to the health and welfare of the planet. At one time the private, national, and university libraries of the world collectively constituted the memory of society's intellectual history. In the future, these new digital knowledge management systems will constitute human memory in its entirety. The current model of multiple local collections of duplicated resources will give way to specialized sole-source servers. In this new environment all scholarly scientific knowledge should be public domain knowledge: managed by scientists, organized for the advancement of knowledge, and readily available to all. Over the next decade, the challenge for the field of medical informatics and for the libraries that serve as the continuous memory for the biomedical sciences will be to come together to form a new organization that will lead to the development of postmodern digital knowledge management systems for medicine. These systems will form a portion of the evolving world brain of the 21st century.

  17. Things to come: postmodern digital knowledge management and medical informatics.

    PubMed Central

    Matheson, N W

    1995-01-01

    The overarching informatics grand challenge facing society is the creation of knowledge management systems that can acquire, conserve, organize, retrieve, display, and distribute what is known today in a manner that informs and educates, facilitates the discovery and creation of new knowledge, and contributes to the health and welfare of the planet. At one time the private, national, and university libraries of the world collectively constituted the memory of society's intellectual history. In the future, these new digital knowledge management systems will constitute human memory in its entirety. The current model of multiple local collections of duplicated resources will give way to specialized sole-source servers. In this new environment all scholarly scientific knowledge should be public domain knowledge: managed by scientists, organized for the advancement of knowledge, and readily available to all. Over the next decade, the challenge for the field of medical informatics and for the libraries that serve as the continuous memory for the biomedical sciences will be to come together to form a new organization that will lead to the development of postmodern digital knowledge management systems for medicine. These systems will form a portion of the evolving world brain of the 21st century. PMID:7743318

  18. Preventing and managing unprofessionalism in medical school faculties.

    PubMed

    Binder, Renee; Friedli, Amy; Fuentes-Afflick, Elena

    2015-04-01

    Professionalism is a required competency for medical students, residents, practicing physicians, and academic faculty. Faculty members must adhere to codes of conduct or risk discipline. The authors describe issues of unprofessionalism that culminate in allegations of faculty misconduct or filing of grievances in academic medicine and outline strategies for early intervention and prevention. The authors, vice and associate deans and executive director of the office of faculty affairs at a large U.S. medical school, have handled many allegations of unprofessional conduct over the past decade. They present case examples based on behaviors such as lack of respect, inappropriate language and behavior, failure to cooperate with members of the health care team, and sexual harassment/discrimination. They discuss factors complicating evaluation of these behaviors, including variable definitions of respect, different cultural norms, and false allegations. The authors make recommendations for prevention and intervention, including early identification, performance management, education about sexual harassment, and referrals to professional coaches, anger management classes, and faculty-staff assistance programs.

  19. Self-Determination in Medical Education: Encouraging Medical Educators to Be More like Blues Artists and Poets

    ERIC Educational Resources Information Center

    Patrick, Heather; Williams, Geoffrey C.

    2009-01-01

    Historically, medical education has focused largely on medical students' intellectual development, mostly ignoring the broader psychological milieu of medical practice. This chasm can result in practitioners who are less likely to process their emotions and/or support their patient's needs, and more likely to experience burnout. Self-determination…

  20. Provider Education about Glaucoma and Glaucoma Medications during Videotaped Medical Visits.

    PubMed

    Sleath, Betsy; Blalock, Susan J; Carpenter, Delesha M; Muir, Kelly W; Sayner, Robyn; Lawrence, Scott; Giangiacomo, Annette L; Hartnett, Mary Elizabeth; Tudor, Gail; Goldsmith, Jason; Robin, Alan L

    2014-01-01

    Objective. The purpose of this study was to examine how patient, physician, and situational factors are associated with the extent to which providers educate patients about glaucoma and glaucoma medications, and which patient and provider characteristics are associated with whether providers educate patients about glaucoma and glaucoma medications. Methods. Patients with glaucoma who were newly prescribed or on glaucoma medications were recruited and a cross-sectional study was conducted at six ophthalmology clinics. Patients' visits were videotape recorded and patients were interviewed after visits. Generalized estimating equations were used to analyze the data. Results. Two hundred and seventy-nine patients participated. Providers were significantly more likely to educate patients about glaucoma and glaucoma medications if they were newly prescribed glaucoma medications. Providers were significantly less likely to educate African American patients about glaucoma. Providers were significantly less likely to educate patients of lower health literacy about glaucoma medications. Conclusion. Eye care providers did not always educate patients about glaucoma or glaucoma medications. Practice Implications. Providers should consider educating more patients about what glaucoma is and how it is treated so that glaucoma patients can better understand their disease. Even if a patient has already been educated once, it is important to reinforce what has been taught before. PMID:24868450

  1. Provider Education about Glaucoma and Glaucoma Medications during Videotaped Medical Visits

    PubMed Central

    Sleath, Betsy; Blalock, Susan J.; Carpenter, Delesha M.; Muir, Kelly W.; Sayner, Robyn; Lawrence, Scott; Giangiacomo, Annette L.; Hartnett, Mary Elizabeth; Tudor, Gail; Goldsmith, Jason; Robin, Alan L.

    2014-01-01

    Objective. The purpose of this study was to examine how patient, physician, and situational factors are associated with the extent to which providers educate patients about glaucoma and glaucoma medications, and which patient and provider characteristics are associated with whether providers educate patients about glaucoma and glaucoma medications. Methods. Patients with glaucoma who were newly prescribed or on glaucoma medications were recruited and a cross-sectional study was conducted at six ophthalmology clinics. Patients' visits were videotape recorded and patients were interviewed after visits. Generalized estimating equations were used to analyze the data. Results. Two hundred and seventy-nine patients participated. Providers were significantly more likely to educate patients about glaucoma and glaucoma medications if they were newly prescribed glaucoma medications. Providers were significantly less likely to educate African American patients about glaucoma. Providers were significantly less likely to educate patients of lower health literacy about glaucoma medications. Conclusion. Eye care providers did not always educate patients about glaucoma or glaucoma medications. Practice Implications. Providers should consider educating more patients about what glaucoma is and how it is treated so that glaucoma patients can better understand their disease. Even if a patient has already been educated once, it is important to reinforce what has been taught before. PMID:24868450

  2. 28 CFR 549.63 - Initial medical evaluation and management.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... MANAGEMENT MEDICAL SERVICES Hunger Strikes, Inmate § 549.63 Initial medical evaluation and management. (a... hunger strike: (1) Measure and record height and weight; (2) Take and record vital signs; (3) Urinalysis... weight and vital signs at least once every 24 hours while the inmate is on a hunger strike....

  3. 28 CFR 549.63 - Initial medical evaluation and management.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... MANAGEMENT MEDICAL SERVICES Hunger Strikes, Inmate § 549.63 Initial medical evaluation and management. (a... hunger strike: (1) Measure and record height and weight; (2) Take and record vital signs; (3) Urinalysis... weight and vital signs at least once every 24 hours while the inmate is on a hunger strike....

  4. 28 CFR 549.63 - Initial medical evaluation and management.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... MANAGEMENT MEDICAL SERVICES Hunger Strikes, Inmate § 549.63 Initial medical evaluation and management. (a... hunger strike: (1) Measure and record height and weight; (2) Take and record vital signs; (3) Urinalysis... weight and vital signs at least once every 24 hours while the inmate is on a hunger strike....

  5. Fifty Years of Evolving Partnerships in Veterinary Medical Education.

    PubMed

    Kochevar, Deborah T

    2015-01-01

    The Association of American Veterinary Medical College's (AAVMC's) role in the progression of academic veterinary medical education has been about building successful partnerships in the US and internationally. Membership in the association has evolved over the past 50 years, as have traditions of collaboration that strengthen veterinary medical education and the association. The AAVMC has become a source of information and a place for debate on educational trends, innovative pedagogy, and the value of a diverse learning environment. The AAVMC's relationship with the American Veterinary Medical Association Council on Education (AVMA COE), the accreditor of veterinary medical education recognized by the United Sates Department of Education (DOE), is highlighted here because of the key role that AAVMC members have played in the evolution of veterinary accreditation. The AAVMC has also been a partner in the expansion of veterinary medical education to include global health and One Health and in the engagement of international partners around shared educational opportunities and challenges. Recently, the association has reinforced its desire to be a truly international organization rather than an American organization with international members. To that end, strategic AAVMC initiatives aim to expand and connect the global community of veterinary educators to the benefit of students and the profession around the world. Tables in this article are intended to provide historical context, chronology, and an accessible way to view highlights. PMID:26673208

  6. Fifty Years of Evolving Partnerships in Veterinary Medical Education.

    PubMed

    Kochevar, Deborah T

    2015-01-01

    The Association of American Veterinary Medical College's (AAVMC's) role in the progression of academic veterinary medical education has been about building successful partnerships in the US and internationally. Membership in the association has evolved over the past 50 years, as have traditions of collaboration that strengthen veterinary medical education and the association. The AAVMC has become a source of information and a place for debate on educational trends, innovative pedagogy, and the value of a diverse learning environment. The AAVMC's relationship with the American Veterinary Medical Association Council on Education (AVMA COE), the accreditor of veterinary medical education recognized by the United Sates Department of Education (DOE), is highlighted here because of the key role that AAVMC members have played in the evolution of veterinary accreditation. The AAVMC has also been a partner in the expansion of veterinary medical education to include global health and One Health and in the engagement of international partners around shared educational opportunities and challenges. Recently, the association has reinforced its desire to be a truly international organization rather than an American organization with international members. To that end, strategic AAVMC initiatives aim to expand and connect the global community of veterinary educators to the benefit of students and the profession around the world. Tables in this article are intended to provide historical context, chronology, and an accessible way to view highlights.

  7. Creating Competitive Advantage through Effective Management Education.

    ERIC Educational Resources Information Center

    Longenecker, Clinton O.; Ariss, Sonny S.

    2002-01-01

    Managers trained in executive education programs (n=203) identified ways in which management education can increase an organization's competitive advantage: exposure to new ideas and practices, skill development, and motivation. Characteristics of effective management education included experience-based learning orientation, credible instructors,…

  8. [Introduction of manual for the management radioactive medical waste].

    PubMed

    Kida, Tetsuo; Iguchi, Harumi; Noma, Kazuo; Yoshimura, Masahiro; Hamazu, Masanari; Masuda, Kazutaka

    2003-04-01

    Societies concerned with radioactive rays and nuclear medicine have recently highlighted the necessity of managing radioactive medical waste resulting from nuclear medicine examinations. We introduce a manual that we have created and explain its use in decision-making and management practices aimed at the reduction of radioactive medical waste at hospitals that have not yet solved this problem. We hope that our manual will help in reducing this medical waste. PMID:12743523

  9. Planning, Designing and Managing Higher Education Institutions

    ERIC Educational Resources Information Center

    Daigneau, William A.; Valenti, Mark S.; Ricciarini, Sylvana; Bender, Stephen O.; Alleyne, Nicole; Di Grappa, Michael; Duart, Josep M.; Lupianez, Francisco; Sanchez, Miguel Angel Ehrenzweig

    2005-01-01

    The OECD Programme on Educational Building, together with the Association of Higher Education Facilities Officers (APPA) and the OECD Programme on Institutional Management in Higher Education, organised an international conference on the planning, design and management of facilities for higher education institutions on April 24-27, 2005. The…

  10. Medical universities in Austria: impact of curriculum modernization on medical education

    PubMed Central

    Lischka, Martin

    2010-01-01

    During the last decade medical education in Austria has seen more changes than in the whole of the previous century, with a complete overhaul of the structure of undergraduate curricula. Curricula now are organized in thematic, integrated modules, students have early patient encounters, the number of examinations has been drastically reduced, objective examinations have been introduced throughout the entire course as has skills training, and quality management is assured. As a consequence of the judgement of the European Court in 2005 against discrimination and in favour of equal treatment of EU citizens, free enrolment was abandoned and admission tests were introduced. In postgraduate training, licensing examinations are now obligatory. Crucial results from the point of view of students as well as with regard to the supply of manpower to the health care system are a sharp decrease in the formerly extremely long mean duration of study programmes and a sharp fall in drop-out rates. The now fully autonomous medical universities have the opportunity to intensify collaboration and to embark on a process of continuous renewal. Structural reform of undergraduate and postgraduate curricula will eventually ensure full equality of Austrian and other European medical qualifications. PMID:21818199

  11. Simulation-based medical education: time for a pedagogical shift.

    PubMed

    Kalaniti, Kaarthigeyan; Campbell, Douglas M

    2015-01-01

    The purpose of medical education at all levels is to prepare physicians with the knowledge and comprehensive skills, required to deliver safe and effective patient care. The traditional 'apprentice' learning model in medical education is undergoing a pedagogical shift to a 'simulation-based' learning model. Experiential learning, deliberate practice and the ability to provide immediate feedback are the primary advantages of simulation-based medical education. It is an effective way to develop new skills, identify knowledge gaps, reduce medical errors, and maintain infrequently used clinical skills even among experienced clinical teams, with the overall goal of improving patient care. Although simulation cannot replace clinical exposure as a form of experiential learning, it promotes learning without compromising patient safety. This new paradigm shift is revolutionizing medical education in the Western world. It is time that the developing countries embrace this new pedagogical shift.

  12. What can we learn from narratives in medical education?

    PubMed

    Johna, Samir; Woodward, Brandon; Patel, Sunal

    2014-01-01

    Medical literature has demonstrated the effectiveness of narrative writing in enhancing self-reflection and empathy, which opens the door for deeper understanding of patients' experiences of illness. Similarly, it promotes practitioner well-being. Therefore, it is no surprise that narrative writing finds a new home in medical education. The Accreditation Council of Graduate Medical Education (ACGME), through its Outcome Project, established six core competencies that every residency program must teach. However, no specific pedagogies were suggested. We explored the role that narrative writing can play in reconciling the ACGME core competencies with daily encounters in medical education. Our study suggests a hidden wealth in reflective writing through narratives with a promising potential for application in medical education. Reflective writing may turn out to be an innovative tool for teaching and evaluating ACGME core competencies.

  13. Evaluation of Continuing Medical Education for Chronic Obstructive Pulmonary Diseases.

    ERIC Educational Resources Information Center

    Li Wang, Virginia; And Others

    1979-01-01

    A continuing medical education program is discussed that addresses chronic obstructive pulmonary disease and that links primary care physicians to a source of needed clinical knowledge at a relatively low cost. The educational methods, evaluation design, diagnosis of educational needs, selection of program content and behavioral outcomes are…

  14. Medical dramas on television: a brief guide for educators.

    PubMed

    Hirt, C; Wong, K; Erichsen, S; White, J S

    2013-01-01

    The popularity of medical television dramas is well-established and medical educators are beginning to recognize the power of medical media as a potential tool for education. The purpose of this study was to view a number of medical dramas and consider their potential use in medical education. A total of 177 episodes from eight popular television medical dramas produced between 1990 and 2009 were systematically viewed and analyzed and a brief guide was developed for each drama. The dramas analyzed contained a wealth of material applicable to medical education. In our experience, each drama may be best suited to a particular educational use: for example, clips from "ER" and "Scrubs" offer more examples of teaching and learning than "House" and "Grey's Anatomy", which are perhaps better suited for topics on ethics or team work. We hope that this brief guide will encourage others to consider integrating this material into their teaching, and to explore how television drama may be used most effectively in medical education.

  15. Medical dramas on television: a brief guide for educators.

    PubMed

    Hirt, C; Wong, K; Erichsen, S; White, J S

    2013-01-01

    The popularity of medical television dramas is well-established and medical educators are beginning to recognize the power of medical media as a potential tool for education. The purpose of this study was to view a number of medical dramas and consider their potential use in medical education. A total of 177 episodes from eight popular television medical dramas produced between 1990 and 2009 were systematically viewed and analyzed and a brief guide was developed for each drama. The dramas analyzed contained a wealth of material applicable to medical education. In our experience, each drama may be best suited to a particular educational use: for example, clips from "ER" and "Scrubs" offer more examples of teaching and learning than "House" and "Grey's Anatomy", which are perhaps better suited for topics on ethics or team work. We hope that this brief guide will encourage others to consider integrating this material into their teaching, and to explore how television drama may be used most effectively in medical education. PMID:23228106

  16. Medical Physics Education at the University of Novi Sad - Serbia

    NASA Astrophysics Data System (ADS)

    Stanković, Slobodanka; Vesković, Miroslav; Klisurić, Olivera; Spasić, Vesna

    2007-04-01

    Overview of new educational program and training in Medical Physics at the University of Novi Sad is presented, where the medical physics education from undergraduate to doctoral study is established in the last decade. Necessity for basic and additional education and hospital training for medical physicists becomes the evident subject in clinical practice in which physicists and physicians are in close collaboration to ensure high quality of patient care. Learning objectives: to incorporate the latest scientific and professional findings in the field of medical physics, medical diagnostics, therapy and instruments; to accomodate students' pursuits of individual fields by offering elective courses from different areas of current medical practice; to reflect the multidisciplinary spirit of the studies, since teaching is performed by experts from diverse fields.

  17. Commentary: discovering a different model of medical student education.

    PubMed

    Watson, Robert T

    2012-12-01

    Traditional medical schools in modern academic health centers make discoveries, create new knowledge and technology, provide innovative care to the sickest patients, and educate future academic and practicing physicians. Unfortunately, the growth of the research and clinical care missions has sometimes resulted in a loss of emphasis on the general professional education of medical students. The author concludes that it may not be practical for many established medical schools to functionally return to the reason they were created: for the education of medical students.He had the opportunity to discover a different model of medical student education at the first new MD-granting medical school created in the United States in 25 years (in 2000), the Florida State University College of Medicine. He was initially skeptical about how its distributed regional campuses model, using practicing primary care physicians to help medical students learn in mainly ambulatory settings, could be effective. But his experience as a faculty member at the school convinced him that the model works very well.He proposes a better alignment of form and function for many established medical schools and an extension of the regional community-based model to the formation of community-based primary care graduate medical education programs determined by physician workforce needs and available resources.

  18. Role of anaesthesiologists in undergraduate medical education.

    PubMed

    Prys-Roberts, C

    2000-12-01

    Although anaesthesia and intensive care medicine are postgraduate subjects, few would deny the value of exposing medical undergraduates to clinical training in these areas. The present review addresses developments in medical undergraduate training curricula, and the specific benefits that can be provided for medical students, at all stages of training, by anaesthesiologists working in operating theatres, intensive care units and pain clinics.

  19. The Neglected Disease in Medical Education.

    ERIC Educational Resources Information Center

    Holden, Constance

    1985-01-01

    Medical schools are finally teaching about alcoholism, a disease implicated in 20-50 percent of hospital admissions and which is a problem in the medical profession itself. Recent discoveries on identifying/treating alcoholism have helped to change attitudes and lead to model problems for medical students at Johns Hopkins and Dartmouth. (DH)

  20. Role of anaesthesiologists in undergraduate medical education.

    PubMed

    Prys-Roberts, C

    2000-12-01

    Although anaesthesia and intensive care medicine are postgraduate subjects, few would deny the value of exposing medical undergraduates to clinical training in these areas. The present review addresses developments in medical undergraduate training curricula, and the specific benefits that can be provided for medical students, at all stages of training, by anaesthesiologists working in operating theatres, intensive care units and pain clinics. PMID:17016371

  1. [Promotion of the systematization of consistent education for medical technologists].

    PubMed

    Shiba, Kiyoko; Sato, Kenji

    2006-03-01

    Although only about 35 years have passed since the birth of medical technology, marked advances have been made in the clinical laboratory science field. However, the educational system for technologists attached importance only to the learning of techniques for a long period because special training schools primarily provided medical technologist education. With the passing of time, the need for advanced knowledge has increased, and a plan to change the education system for medical technologists to 4-year colleges was evaluated. In 1989, the Course of Laboratory Sciences as a 4-year system for medical technologist education was established in the Department of Medicine, Tokyo Medical & Dental University. The Doctoral Course of Graduate School (first term) was established in 1993 and the Doctoral Course of Graduate School(second term) in 1995. In 2001, these courses formed a graduate university as the Division of Biomedical Laboratory Sciences, the Graduate School of Allied Health Sciences. Thus, a consistent educational system for medical technologists was established. By March 2005, about 500 students had graduated from this division. Based on this experience, we produced a 4-stage developmental program and provide an advanced educational system for the promotion of the systematization of consistent medical technologist education.

  2. Medical students' use of Facebook for educational purposes.

    PubMed

    Ali, Anam

    2016-06-01

    Medical students use Facebook to interact with one another both socially and educationally. This study investigates how medical students in a UK medical school use Facebook to support their learning. In particular, it identifies the nature of their educational activities, and details their experiences of using an educational Facebook group. Twenty-four medical students who self-identified as being Facebook users were invited to focus groups to attain a general overview of Facebook use within an educational context. A textual analysis was then conducted on a small group of intercalating medical students who used a self-created Facebook group to supplement their learning. Five of these students participated in semi-structured interviews. Six common themes were generated. These included 'collaborative learning', 'strategic uses for the preparation for assessment', 'sharing experiences and providing support', 'creating and maintaining connections', 'personal planning and practical organization' and 'sharing and evaluating educational resources'. Evidence from this study shows that medical students are using Facebook informally to enhance their learning and undergraduate lives. Facebook has enabled students to create a supportive learning community amongst their peers. Medical educators wishing to capitalize on Facebook, as a platform for formal educational initiatives, should remain cautious of intruding on this peer online learning community.

  3. Medical students' use of Facebook for educational purposes.

    PubMed

    Ali, Anam

    2016-06-01

    Medical students use Facebook to interact with one another both socially and educationally. This study investigates how medical students in a UK medical school use Facebook to support their learning. In particular, it identifies the nature of their educational activities, and details their experiences of using an educational Facebook group. Twenty-four medical students who self-identified as being Facebook users were invited to focus groups to attain a general overview of Facebook use within an educational context. A textual analysis was then conducted on a small group of intercalating medical students who used a self-created Facebook group to supplement their learning. Five of these students participated in semi-structured interviews. Six common themes were generated. These included 'collaborative learning', 'strategic uses for the preparation for assessment', 'sharing experiences and providing support', 'creating and maintaining connections', 'personal planning and practical organization' and 'sharing and evaluating educational resources'. Evidence from this study shows that medical students are using Facebook informally to enhance their learning and undergraduate lives. Facebook has enabled students to create a supportive learning community amongst their peers. Medical educators wishing to capitalize on Facebook, as a platform for formal educational initiatives, should remain cautious of intruding on this peer online learning community. PMID:27271571

  4. [Basic problems of staff training in medical engineering management at the N.E, Bauman Moscow State Engineering University].

    PubMed

    Zharov, V P; Kalinin, S A

    2000-01-01

    The topicality of staff training in medical engineering management in the sphere of medicine and medical engineering is dictated by that the substantiated and flexible strategy in purchasing foreign medical equipment and drugs and supporting purely Russian biomedical technologies must be one of the first steps of health public reforms in Russia. As early as 1992, the N. E. Bauman Moscow State Engineering University was the first that organize to train staff in business and management in biomedical engineering and health public. The accumulated experiment was put in the development of new curricula by the supplementary education system. Interdisciplinary training in medical engineering marketing and management was organized, thus providing both additional education for specialists having complete and incomplete higher education who received diplomas of a management bachelor or master and through training of students who got diplomas of an engineer and diplomas of a management bachelor at the international level.

  5. 75 FR 79006 - Council on Graduate Medical Education; Notice of Meeting

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-12-17

    ... HUMAN SERVICES Health Resources and Services Administration Council on Graduate Medical Education...-463), notice is hereby given of the following meeting: Name: Council on Graduate Medical Education... of presentations covering various aspects of graduate medical education, Bureau of Health...

  6. Blended learning in biochemistry education: analysis of medical students' perceptions.

    PubMed

    de Fátima Wardenski, Rosilaine; de Espíndola, Marina Bazzo; Struchiner, Miriam; Giannella, Taís Rabetti

    2012-07-01

    The objective of this study was to analyze first-year UFRJ medical students' perceptions about the implementation of a blended learning (BL) experience in their Biochemistry I course. During the first semester of 2009, three Biochemistry professors used the Constructore course management system to develop virtual learning environments (VLEs) for complementing course Modules I, II, and IV, using different resources and activities. Forty-nine students (46%) took part in the study. Results show that, in general, students gave positive evaluations to their experiences with BL, indicating that the VLEs have not only motivated but also facilitated learning. Most of the students reported that access to resources in the three modules provided a more in-depth approach to Biochemistry education and greater study autonomy. Students suggested that the VLEs could be better used for promoting greater communication among participants.

  7. Conventional Medical Education and the History of Simulation in Radiology.

    PubMed

    Chetlen, Alison L; Mendiratta-Lala, Mishal; Probyn, Linda; Auffermann, William F; DeBenedectis, Carolynn M; Marko, Jamie; Pua, Bradley B; Sato, Takashi Shawn; Little, Brent P; Dell, Carol M; Sarkany, David; Gettle, Lori Mankowski

    2015-10-01

    Simulation is a promising method for improving clinician performance, enhancing team training, increasing patient safety, and preventing errors. Training scenarios to enrich medical student and resident education, and apply toward competency assessment, recertification, and credentialing are important applications of simulation in radiology. This review will describe simulation training for procedural skills, interpretive and noninterpretive skills, team-based training and crisis management, professionalism and communication skills, as well as hybrid and in situ applications of simulation training. A brief overview of current simulation equipment and software and the barriers and strategies for implementation are described. Finally, methods of measuring competency and assessment are described, so that the interested reader can successfully implement simulation training into their practice. PMID:26276167

  8. Educational Management for Extinction! (Book Review).

    ERIC Educational Resources Information Center

    Smyth, John

    2000-01-01

    Helen Gunter's "Rethinking Education: the Consequences of Jurassic Management" (1997) tackles the relevance of fashionable school management practices. Educational management has become a huge, lucrative multimedia enterprise that promotes management language and culture at the expense of pedagogy, professional collegiality, and scrutiny of…

  9. A medical education as an investment: financial food for thought.

    PubMed

    Doroghazi, Robert M; Alpert, Joseph S

    2014-01-01

    Every year that the training period can be shortened increases the value of a medical education. Tuition covers only a fraction of the cost of medical education, making the societal investment in older students less financially robust. Shortening training periods would immediately solve the shortage of residency training positions. With a few exceptions, a medical education is a good investment for women. We are skeptical of the proposals to address the skyrocketing student debt because they do not confront the primary problem. The best way to minimize debt is thrift, and the best way to make a career in medicine more desirable is to shorten the training time.

  10. Managing Medical System Development Through Documentation

    PubMed Central

    Hanmer, Jean

    1980-01-01

    Health Care administrators managing a computer system development project need tools to control the project. This paper describes the concept of management control, its purpose and techniques for exercising it. Preparation of system documentation provides a vehicle for management control which can guide the behavior of the contractor, the institution's managers and staff. Techniques for managing and reviewing documentation in a management control framework are presented.

  11. Management of common cold symptoms with over-the-counter medications: clearing the confusion.

    PubMed

    Jackson Allen, Patricia; Simenson, Steven

    2013-01-01

    The common cold, an acute upper respiratory tract infection of viral origin, is among the most widespread ailments in the world. Although the general public usually relies on over-the-counter (OTC) medication(s) to treat cough/cold symptoms, reliable guidance is needed to help select the appropriate OTC medication for each individual. Consumers may be confused by the wide variety of products available, containing ≥ 1 active pharmaceutical ingredient. Health care professionals are in a position to help people identify the most bothersome symptom(s), evaluate underlying medical conditions and medications, and recommend the most appropriate OTC active ingredient(s) for treatment. Patients should be educated about available OTC medications to manage cough/cold symptoms and the importance of learning to read the package labeling for appropriate dosing and administration. In addition, potentially serious causes of cough/cold symptoms (eg, influenza, asthma, bronchitis) or underlying medical conditions that put the individual at increased risk for complications should be ruled out when symptoms do not resolve within a typical cold timeline. This review article discusses the active ingredients found in OTC medications and the clinical evidence supporting their use. The need to educate health care professionals and patients on the safe and effective use of OTC medications is addressed, and we offer a guide for the management of symptoms that appear during the timeline of a typical common cold.

  12. Challenges and solutions in medically managed ACS in the Asia-Pacific region: expert recommendations from the Asia-Pacific ACS Medical Management Working Group.

    PubMed

    Huo, Yong; Thompson, Peter; Buddhari, Wacin; Ge, Junbo; Harding, Scott; Ramanathan, Letchuman; Reyes, Eugenio; Santoso, Anwar; Tam, Li-Wah; Vijayaraghavan, Govindan; Yeh, Hung-I

    2015-03-15

    Acute coronary syndromes (ACS) remain a leading cause of mortality and morbidity in the Asia-Pacific (APAC) region. International guidelines advocate invasive procedures in all but low-risk ACS patients; however, a high proportion of ACS patients in the APAC region receive solely medical management due to a combination of unique geographical, socioeconomic, and population-specific barriers. The APAC ACS Medical Management Working Group recently convened to discuss the ACS medical management landscape in the APAC region. Local and international ACS guidelines and the global and APAC clinical evidence-base for medical management of ACS were reviewed. Challenges in the provision of optimal care for these patients were identified and broadly categorized into issues related to (1) accessibility/systems of care, (2) risk stratification, (3) education, (4) optimization of pharmacotherapy, and (5) cost/affordability. While ACS guidelines clearly represent a valuable standard of care, the group concluded that these challenges can be best met by establishing cardiac networks and individual hospital models/clinical pathways taking into account local risk factors (including socioeconomic status), affordability and availability of pharmacotherapies/invasive facilities, and the nature of local healthcare systems. Potential solutions central to the optimization of ACS medical management in the APAC region are outlined with specific recommendations.

  13. Troubling Muddy Waters: Problematizing Reflective Practice in Global Medical Education.

    PubMed

    Naidu, Thirusha; Kumagai, Arno K

    2016-03-01

    The idea of exporting the concept of reflective practice for a global medical education audience is growing. However, the uncritical export and adoption of Western concepts of reflection may be inappropriate in non-Western societies. The emphasis in Western medical education on the use of reflection for a specific end--that is, the improvement of individual clinical practice--tends to ignore the range of reflective practice, concentrating on reflection alone while overlooking critical reflection and reflexivity. This Perspective places the concept of reflective practice under a critical lens to explore a broader view for its application in medical education outside the West. The authors suggest that ideas about reflection in medicine and medical education may not be as easily transferable from Western to non-Western contexts as concepts from biomedical science are. The authors pose the question, When "exporting" Western medical education strategies and principles, how often do Western-trained educators authentically open up to the possibility that there are alternative ways of seeing and knowing that may be valuable in educating Western physicians? One answer lies in the assertion that educators should aspire to turn exportation of educational theory into a truly bidirectional, collaborative exchange in which culturally conscious views of reflective practice contribute to humanistic, equitable patient care. This discussion engages in troubling the already-muddy waters of reflective practice by exploring the global applicability of reflective practice as it is currently applied in medical education. The globalization of medical education demands critical reflection on reflection itself. PMID:26630601

  14. Mentoring for first year medical students: humanising medical education.

    PubMed

    Bhatia, Arati; Singh, Navjeevan; Dhaliwal, Upreet

    2013-01-01

    New entrants are vulnerable to the challenges of the medical course; mentoring programmes are known to offer support. This paper evaluated the experiences of students and faculty enrolled in a new mentoring programme. After needs analysis of students and faculty, a small-group mentoring programme for new medical students was initiated. Fifty-five volunteer faculty mentors were allocated two-three students each. At year-end, feedback using an open-ended questionnaire, revealed that there was no contact in one-third of the cases; the commonest reasons cited were lack of mentee initiative, time and commitment. Supportive mentors were appreciated. Over 95% of respondents believed that mentoring was a good idea; many believed the mentee benefitted; mentors also reported improved communication and affective skills; 60 (77.0%) mentees wanted to mentor new students the following year. Thus, mentoring of first-year students by faculty was effective, when contact occurred, in making the mentee feel supported. Mentoring may be a means of honing the affective domain and humanitarian instincts of medical faculty and students.

  15. Defining Scholarly Activity in Graduate Medical Education

    PubMed Central

    Grady, Erin C.; Roise, Adam; Barr, Daniel; Lynch, Douglas; Lee, Katherine Bao-Shian; Daskivich, Timothy; Dhand, Amar; Butler, Paris D.

    2012-01-01

    Background Scholarly activity is a requirement for accreditation by the Accreditation Council for Graduate Medical Education. There is currently no uniform definition used by all Residency Review Committees (RRCs). A total of 6 of the 27 RRCs currently have a rubric or draft of a rubric to evaluate scholarly activity. Objective To develop a definition of scholarly activity and a set of rubrics to be used in program accreditation to reduce subjectivity of the evaluation of scholarly activity at the level of individual residency programs and across RRCs. Methods We performed a review of the pertinent literature and selected faculty promotion criteria across the United States to develop a structure for a proposed rubric of scholarly activity, drawing on work on scholarship by experts to create a definition of scholarly activity and rubrics for its assessment. Results The literature review showed that academic institutions in the United States place emphasis on all 4 major components of Boyer's definition of scholarship: discovery, integration, application, and teaching. We feel that the assessment of scholarly activity should mirror these findings as set forth in our proposed rubric. Our proposed rubric is intended to ensure a more objective evaluation of these components of scholarship in accreditation reviews, and to address both expectations for scholarly pursuits for core teaching faculty and those for resident and fellow physicians. Conclusion The aim of our proposed rubric is to ensure a more objective evaluation of these components of scholarship in accreditation reviews, and to address expectations for scholarly pursuits for core teaching faculty as well as those for resident and fellow physicians. PMID:24294446

  16. A Smartphone-based Medication Self-management System with Realtime Medication Monitoring

    PubMed Central

    Hayakawa, M.; Uchimura, Y.; Omae, K.; Waki, K.; Fujita, H.; Ohe, K.

    2013-01-01

    Background Most patients cannot remember their entire medication regimen and occasionally forget to take their medication. Objectives The objective of the study was to design, develop, and demonstrate the feasibility of a new type of medication self-management system using smartphones with real-time medication monitoring. Methods We designed and developed a smartphone-based medication self-management system (SMSS) based on interviews of 116 patients. The system offered patients two main functions by means of smartphones: (1) storage and provision of an accurate, portable medication history and medication-taking records of patients; and (2) provision of a reminder to take medication only when the patient has forgotten to take his/her medication. These functions were realized by two data input methods: (a) reading of prescription data represented in two-dimensional barcodes using the smartphone camera and getting the photographic images of the pills; and (b) real-time medication monitoring by novel user-friendly wireless pillboxes. Results Interviews suggested that a pocket-sized pillbox was demanded to support patient’s medication-taking outside the home and pillboxes for home use should be adaptable to the different means of pillbox storage. In accordance with the result, we designed and developed SMSS. Ten patients participated in the feasibility study. In 17 out of 47 cases (36.2%), patients took their medication upon being presented with reminders by the system. Correct medication-taking occurrence was improved using this system. Conclusions The SMSS is acceptable to patients and has the advantage of supporting ubiquitous medication self-management using a smartphone. We believe that the proposed system is feasible and provides an innovative solution to encourage medication self-management. PMID:23650486

  17. Reframing medical education to support professional identity formation.

    PubMed

    Cruess, Richard L; Cruess, Sylvia R; Boudreau, J Donald; Snell, Linda; Steinert, Yvonne

    2014-11-01

    Teaching medical professionalism is a fundamental component of medical education. The objective is to ensure that students understand the nature of professionalism and its obligations and internalize the value system of the medical profession. The recent emergence of interest in the medical literature on professional identity formation gives reason to reexamine this objective. The unstated aim of teaching professionalism has been to ensure the development of practitioners who possess a professional identity. The teaching of medical professionalism therefore represents a means to an end.The principles of identity formation that have been articulated in educational psychology and other fields have recently been used to examine the process through which physicians acquire their professional identities. Socialization-with its complex networks of social interaction, role models and mentors, experiential learning, and explicit and tacit knowledge acquisition-influences each learner, causing them to gradually "think, act, and feel like a physician."The authors propose that a principal goal of medical education be the development of a professional identity and that educational strategies be developed to support this new objective. The explicit teaching of professionalism and emphasis on professional behaviors will remain important. However, expanding knowledge of identity formation in medicine and of socialization in the medical environment should lend greater logic and clarity to the educational activities devoted to ensuring that the medical practitioners of the future will possess and demonstrate the qualities of the "good physician."

  18. Commentary: Flexner and Dutch medical education: a misinterpretation?

    PubMed

    Custers, Eugène J F M

    2010-11-01

    Abraham Flexner's 1910 report, Medical Education in the United States and Canada, was hardly noticed in the Netherlands, and though his 1925 book, Medical Education: A Comparative Study, was extensively discussed in the Dutch Medical Journal, it did not and could not affect medical education in the Netherlands. Until the 1970s, the medical curriculum in the Netherlands consisted of four phases: the propaedeutic year (premedical sciences), two preclinical years, two theoretical clinical years, and one-and-a-half to two years of clerkships. When in the 1970s interest in curriculum innovation arose in the Netherlands, it was based on developments in North America that challenged "Flexnerian" norms in medical education. As hardly anyone in the Netherlands cared to study Flexner's work closely, his name became synonymous with the conventional curriculum just as it had in North America. However, the Dutch conventional curriculum was quite different from the American conventional curriculum, so attributing its origins to Flexner's work was a serious misrepresentation. In this commentary, the author clarifies common misconceptions about the history of Dutch medical education and argues that the curriculum as Flexner saw it differed considerably from the Dutch medical curriculum a century ago.

  19. Reframing medical education to support professional identity formation.

    PubMed

    Cruess, Richard L; Cruess, Sylvia R; Boudreau, J Donald; Snell, Linda; Steinert, Yvonne

    2014-11-01

    Teaching medical professionalism is a fundamental component of medical education. The objective is to ensure that students understand the nature of professionalism and its obligations and internalize the value system of the medical profession. The recent emergence of interest in the medical literature on professional identity formation gives reason to reexamine this objective. The unstated aim of teaching professionalism has been to ensure the development of practitioners who possess a professional identity. The teaching of medical professionalism therefore represents a means to an end.The principles of identity formation that have been articulated in educational psychology and other fields have recently been used to examine the process through which physicians acquire their professional identities. Socialization-with its complex networks of social interaction, role models and mentors, experiential learning, and explicit and tacit knowledge acquisition-influences each learner, causing them to gradually "think, act, and feel like a physician."The authors propose that a principal goal of medical education be the development of a professional identity and that educational strategies be developed to support this new objective. The explicit teaching of professionalism and emphasis on professional behaviors will remain important. However, expanding knowledge of identity formation in medicine and of socialization in the medical environment should lend greater logic and clarity to the educational activities devoted to ensuring that the medical practitioners of the future will possess and demonstrate the qualities of the "good physician." PMID:25054423

  20. [Evidence-based management of medical disposable materials].

    PubMed

    Yang, Hai

    2009-03-01

    Evidence-based management of medical disposable materials pays attention to collect evidence comprehensively and systematically, accumulate and create evidence through its own work and also evaluate evidence strictly. This can be used as a function to guide out job. Medical disposable materials evidence system contains product register qualification, product quality certification, supplier's behavior, internal and external communication evidence. Managers can find different ways in creating and using evidence referring to specific inside and outside condition. Evidence-based management can help accelerating the development of management of medical disposable materials from traditional experience pattern to a systematic and scientific pattern. It also has the very important meaning to improve medical quality, control the unreasonable growth of medical expense and make purchase and supply chain be more efficient. PMID:19565800