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Sample records for medicine curriculum vitae

  1. Writing your curriculum vitae.

    PubMed

    McKenzie, S

    2001-09-01

    Your curriculum vitae (CV) is your gateway to shortlisting. A good CV takes a long time to prepare. It should not only record your training but, more importantly, should reflect your 'physicianly' qualities, management skills and knowledge of health-care systems.

  2. The digital curriculum vitae.

    PubMed

    Galdino, Greg M; Gotway, Michael

    2005-02-01

    The curriculum vitae (CV) has been the traditional method for radiologists to illustrate their accomplishments in the field of medicine. Despite its presence in medicine as a standard, widely accepted means to describe one's professional career and its use for decades as an accomplice to most applications and interviews, there is relatively little written in the medical literature regarding the CV. Misrepresentation on medical students', residents', and fellows' applications has been reported. Using digital technology, CVs have the potential to be much more than printed words on paper and offers a solution to misrepresentation. Digital CVs may incorporate full-length articles, graphics, presentations, clinical images, and video. Common formats for digital CVs include CD-ROMs or DVD-ROMs containing articles (in Adobe Portable Document Format) and presentations (in Microsoft PowerPoint format) accompanying printed CVs, word processing documents with hyperlinks to articles and presentations either locally (on CD-ROMs or DVD-ROMs) or remotely (via the Internet), or hypertext markup language documents. Digital CVs afford the ability to provide more information that is readily accessible to those receiving and reviewing them. Articles, presentations, videos, images, and Internet links can be illustrated using standard file formats commonly available to all radiologists. They can be easily updated and distributed on an inexpensive media, such as a CD-ROM or DVD-ROM. With the availability of electronic articles, presentations, and information via the Internet, traditional paper CVs may soon be superseded by their electronic successors.

  3. Curriculum Vitae and Related Letters.

    ERIC Educational Resources Information Center

    Peterson, Sharyl Bender

    This booklet, which was developed by a college career center, explains the purpose of and procedures for writing curriculum vitae (CV) and related letters. The following topics are covered: when a CV is appropriate, points to consider when writing a CV, items usually included, possible sections to include in a CV, and steps in writing cover…

  4. A curriculum vitae: making your best impression.

    PubMed

    Harvey, C

    1993-01-01

    Describing yourself on paper is an important marketing tool for the nurse for professional opportunities today. Using a curriculum vitae (CV) serves to best illustrate relevant experiences that a nurse has had toward fulfillment of a professional objective. A readable, truthful, and polished curriculum vitae and cover letter can help nurses present themselves in a very positive manner.

  5. The "Curriculum Vitae": An Imperfect Mirror.

    ERIC Educational Resources Information Center

    Bennett, John B.

    1992-01-01

    Curriculum vitae for college faculty can be ambiguous and even misleading: they can obscure an individual's primary teaching and instructional achievements, tell less than they appear to, and convey an unintended message. Faculty should evaluate the clarity and force with which their vitae express their accomplishments and mirror their abilities.…

  6. The curriculum vitae sending the right message.

    PubMed

    Shellenbarger, Teresa; Chunta, Kristy S

    2007-01-01

    When reviewing curriculum vitae (CV), it becomes clear that some CV information provides a better reflection of work completed than others do. The authors provide a description of common CV errors, propose strategies to avoid such problems, and suggest methods for developing an accurate and clear CV that highlights accomplishments and clearly represents the work. Tips for updating CV and suggestions for electronic formats are also provided.

  7. [Curriculum vitae organization: the Lattes software platform].

    PubMed

    Amorin, Cristiane V

    2003-05-01

    Curriculum vitae is a Latin expression meaning "career" or "life course". That means the data set concerning name, age, marital status, situation, studies, diplomas, published works and other activities of a student, an applicant for a position, for an exam or for a public office, and others. In short, it is the document that provides an outlook of the person as an individual; that is why this document must be carefully prepared as to precise and true contents, as to presentation and as to writing.

  8. A professional curriculum vitae will open career doors.

    PubMed

    Harper, D S

    1999-01-01

    In today's challenging healthcare environment, it is essential for nurse practitioners to be able to describe themselves professionally on paper to compete for practice and academic opportunities. Nurse practitioners are competing with physician assistants as well as physicians for primary and acute care positions. A carefully compiled curriculum vitae will present the individual in the best light possible to help open career doors and enhance chances of success. Preparing a curriculum vitae will serve to highlight relevant professional accomplishments, whatever the setting, toward the fulfillment of professional goals. This article reviews the current professional print and electronic literature on preparing a curriculum vitae to assist the nurse practitioner in developing this vital document.

  9. Rutherford's curriculum vitae, 1894-1907.

    PubMed

    Cohen, M

    1995-06-01

    A single page, handwritten document was discovered when the Macdonald Physics building of McGill University in Montreal was gutted in 1978. This proved to be the draft of Ernest Rutherford's curriculum vitae (C.V.) covering the years 1894-1907, probably written in the autumn of 1906 when Rutherford was preparing to leave McGill. The C.V. contains 21 headings in chronological order, referring to research and other activities of Rutherford and his coauthors (especially Soddy and Barnes), plus a further set of headings relating to the associated investigations of Rutherford's team, including Eve and Hahn. A transcript of the document is provided, although in several places, Rutherford's handwriting is difficult to interpret, and the significance of his abbreviations is not always clear. Each of the items in the C.V. is discussed briefly in this review, in the light both of Rutherford's personal career and of the contribution of his team to the development and understanding of radioactivity. This contribution included the cause and nature of radioactivity (with Soddy), energy aspects of radioactive decay (with Barnes), elucidation of the uranium-radium, thorium and actinium series (Godlewski and Hahn), the radioactivity of the earth and atmosphere (Eve), the nature of the gamma rays (Eve) and, perhaps most important of all, the nature and properties of the alpha particle (Rutherford himself). The latter investigations led directly to Rutherford's later work in Manchester, including the nuclear model of the atom and artificial disintegration of the nucleus.

  10. Curriculum vitae: An important tool for the nurse practitioner.

    PubMed

    Hicks, Rodney W; Roberts, Mary Ellen E

    2016-07-01

    Advanced practice nurses (APNs) should maintain a curriculum vitae (CV) that comprehensively reflects the individual's work and professional accomplishments. This article guides APNs through best practices for development of a CV. Tips are offered to help guide the content, format, and maintenance of the CV.

  11. Curriculum Vitae: A Discourse of Celebration with Narcissistic Allusions

    ERIC Educational Resources Information Center

    Basthomi, Yazid

    2012-01-01

    The present study, a part of a larger project, deals with the under-researched (sub) genre of curriculum vitae (CV) of theses written in English by Indonesian students of English as a foreign language (EFL). The corpus was composed of CV of 40 theses obtainable from the Graduate Library, Graduate Program, "Universitas Negeri Malang"…

  12. Writing a curriculum vitae, resume or data sheet.

    PubMed

    Saltman, D

    1995-02-01

    This paper outlines a method for the preparation of a curriculum vitae, resume or data sheet, which is an essential document for professional people seeking employment or promotion. However, it needs to be accurate and relevant to the circumstances of the position, and requires regular updating.

  13. A resume or curriculum vitae for success.

    PubMed

    Markey, B T; Campbell, R L

    1996-01-01

    Nurses who are searching for new positions can enhance their job employment potential with well-written resumes. Scholarship and award recognition also can be improved by creating well-written resumes and/or curricula vitae. Appropriate cover letters effectively introduce nurses to employers or review committees. This article presents a few basic suggestions that can simplify the creation of any of these documents and help nurses produce a quality product.

  14. A model curriculum vitae: what are the trainers looking for?

    PubMed

    Chambler, A F; Chapman-Sheath, P J; Pearse, M F

    1998-04-01

    In this new era of Calman, the curriculum vitae (CV) still remains the most important document in furthering the careers of doctors. A survey of postgraduate deans and college regional training advisors opinions on CVs was undertaken. The results have allowed a model CV to be compiled expressing the layout and most of the features which senior trainers feel are important when producing a CV.

  15. A curriculum vitae that gives you a competitive edge.

    PubMed

    Hinck, S M

    1997-07-01

    All nurses with advancing careers should maintain a current curriculum vitae (CV) to chronicle professional accomplishments. Whatever the work setting, a CV can showcase skills and achievements. It is used when applying for a new position, but also within one's current situation to inform other professionals of specific interests and abilities. This article reviews nursing literature regarding preparation of a CV and suggests a format for the advanced practice nurse to use when writing a CV.

  16. A balancing act: the curriculum vitae and the interview process.

    PubMed

    Lloyd, B A; Dickson, C J

    1994-01-01

    The authors believe that one possible solution to the dearth of minority nursing faculty in higher education is thorough preparation for the search process by the minority applicant. This article discusses the appointment/hiring process and provides the reader with authoritative and experiential information necessary for constructing a curriculum vitae (CV) and preparing for an interview. Armed with a proper CV and knowledge of potential interview questions, the authors believe that minority applicants will be able to maneuver their way through the maize of job interviews. In addition, suggestions are offered to those serving on promotion and tenure committees and administrators.

  17. Creating Curriculum Vitae for Understanding People on the Web

    NASA Astrophysics Data System (ADS)

    Ueda, Hiroshi; Murakami, Harumi; Tatsumi, Shoji

    When users find information about people from the results of Web people searches, they often need to browse many obtained Web pages and check much unnecessary information. This task is time-consuming and complicates the understanding of the designated people. We investigate a method that integrates the useful information obtained from Web pages and displays them to understand people. We focus on curriculum vitae, which are widely used for understanding people. We propose a method that extracts event sentences from Web pages and displays them like a curriculum vita. The event sentence includes both time and events related to a person. Our method is based on the following: (1) extracting event sentences using heuristics and filtering them, (2) judging whether event sentences are related to a designated person by mainly using the patterns of HTML tags, (3) classifying these sentences to categories by SVM, and (4) clustering event sentences including both identical times and events. Experimental results revealed the usefulness of our proposed method.

  18. The Curriculum Vitae--What It Is and What It Is Not.

    ERIC Educational Resources Information Center

    Newcomb, B. Joan; Murphy, Patricia A.

    1979-01-01

    Presents guidelines to nurses for preparing curriculum vitae, narrower and more stylized than resumes, which outline qualifications for academic positions, committees, and honors. Lists categories and describes content of information to be included on a vita (a sample is shown) and notes what to avoid. (MF)

  19. Preparing a successful, role-specific curriculum vitae.

    PubMed

    Price, Bob

    2014-10-07

    An internet search reveals just how many articles there are on preparing a curriculum vitae (CV). The preparation of a CV should not be regarded as a 'one-off' event, to be updated periodically. A successful CV requires thoughtful preparation to ensure it is directed towards a specific post and should consider two important perspectives. First, an understanding of what is required of the practitioner in the nursing post (demand), and second, what the nurse can offer in terms of his or her skills, experience, qualities and qualifications (supply). The demands of the post will also include meeting professional standards, such as those that have emerged following consideration of the Report of the Mid Staffordshire NHS Foundation Trust Public Inquiry (Francis 2013). This article explores how to prepare a successful CV for a specific role, using a demand and supply perspective--where a nurse seeks to match the specific requirements of the post by summarising what he or she has to offer.

  20. Ten steps to writing curriculum vitae covering letters.

    PubMed

    Pearce, Chris

    2007-12-01

    As guides for recruiters, the covering letters of applicants' curricula vitae (CVs) can be almost as important as the CVs themselves. When applying for posts therefore, you should regard the writing of such letters as an opportunity to distinguish yourself from other candidates.

  1. Importance of components of the curriculum vitae in determining appointment to senior registrar posts.

    PubMed

    Conn, D A; Asbury, A J

    1994-07-01

    To evaluate the opinions of regional education advisers, academics and other consultants about features of the curriculum vitae, we undertook a small attitude survey. The response rate was 73%, which provided data from a total of 78 influential anaesthetists. The respondents' attitude to each feature of the curriculum vitae was reported using a linear visual analogue scale. The three groups had similar attitude scores to most features, but not to research time, training time, higher degrees and abstracts of papers presented to the Anaesthetic Research Society. Publications in the main anaesthesia journals, time in other major medical specialties, research and the possession of a higher degree were scored highly by all respondents. Papers in non-peer-reviewed journals, letters, unsubmitted papers, and time in training for general practice attracted lower scores. The free text comments of many respondents indicated a considerable disillusionment about the whole appointments process.

  2. Family medicine curriculum

    PubMed Central

    Klein, Douglas; Schipper, Shirley

    2008-01-01

    PROBLEM ADDRESSED The Family Medicine Residency Program at the University of Alberta has used academic sessions and clinical-based teaching to prepare residents for private practice. Before the new curriculum, academic sessions were large group lectures given by specialists. These sessions lacked consistent quality, structured topics, and organization. OBJECTIVE OF PROGRAM The program was designed to improve the quality and consistency of academic sessions by creating a new curriculum. The goals for the new curriculum included improved organizational structure, improved satisfaction from the participants, improved resident knowledge and confidence in key areas of family medicine, and improved performance on licensing examinations. PROGRAM DESCRIPTION The new curriculum is faculty guided but resident organized. Twenty-three core topics in family medicine are covered during a 2-year rotating curriculum. Several small group activities, including problem-based learning modules, journal club, and examination preparation sessions, complement larger didactic sessions. A multiple-source evaluation process is an essential component of this new program. CONCLUSION The new academic curriculum for family medicine residents is based on a variety of learning styles and is consistent with the principles of adult learning theory. This structured curriculum provides a good basis for further development. Other programs across the country might want to incorporate these ideas into their current programming. PMID:18272637

  3. Tips for a physician in getting the right job, part II: the curriculum vitae, cover letter, and personal statement.

    PubMed

    Harolds, Jay A

    2013-09-01

    It is very important that a job seeker prepares an excellent curriculum vitae (CV) and cover letter. Often a personal statement is also needed. If these are not done well, often an interview is not granted. There are different formats and headings for the CV, depending on the type of job sought and the institution the job is located in. There are also some differences in how this is done between different countries. However, there are also many common elements of a proper CV.

  4. Nuclear Medicine Technology: A Suggested Postsecondary Curriculum.

    ERIC Educational Resources Information Center

    Technical Education Research Center, Cambridge, MA.

    The purpose of this curriculum guide is to assist administrators and instructors in establishing nuclear medicine technician programs that will meet the accreditation standards of the American Medical Association (AMA) Council on Medical Education. The guide has been developed to prepare nuclear medicine technicians (NMT's) in two-year…

  5. Introducing complementary medicine into the medical curriculum.

    PubMed Central

    Rampes, H; Sharples, F; Maragh, S; Fisher, P

    1997-01-01

    We surveyed the deans of British medical schools to determine the provision of complementary medicine in the undergraduate curriculum. We also sampled medical students at one British medical school to determine their knowledge of, and views on instruction in, complementary medicine. There is little education in complementary medicine at British medical schools, but it is an area of active curriculum development. Students' levels of knowledge vary widely between different therapies. Most medical students would like to learn about acupuncture, hypnosis, homoeopathy and osteopathy. We conclude that complementary medicine should be included in the medical undergraduate curriculum. This could be done without a great increase in teaching of facts, and could serve as a vehicle to introduce broader issues, as recommended by the General Medical Council. PMID:9059376

  6. [Curriculum vitae aortae].

    PubMed

    Solberg, S

    1998-12-10

    The Greek word aorta means lifter. The vessel was so termed because Aristotle, who first described it, assumed that the heart was lifted by/hanging in aorta. Leonardo da Vinci described the detailed anatomy of aorta. During the 17th century our present understanding of the aorta and the circulation of blood took form due to the descriptions given by William Harvey. The first known operation for abdominal aortic aneurysm was performed in London in 1817 by Sir Astley Cooper who ligated the infrarenal aorta above the aneurysm. Puncture with needles and application of electricity were later tried in order to induce thromboses in the aneurysm. In 1948 Albert Einstein was operated with wrapping of his abdominal aneurysm with cellophane. In 1955 he suffered rupture and died after having refused operation. In 1951 the first successful operation for abdominal aortic aneurysm was performed in Paris by Charles Dubost. With slight modifications, the same operative technique is used today.

  7. Family Medicine Curriculum Guide to Substance Abuse.

    ERIC Educational Resources Information Center

    Liepman, Michael R., Ed.; And Others

    This curriculum guide on substance abuse is intended for teachers of family medicine. Comments, learning objectives, teaching hints, and evaluations of knowledge are provided for each area in all chapters. Chapter 1 focuses on the pharmacology of commonly abused drugs including depressants, opioids, stimulants, hallucinogens, inhalants, and…

  8. Medicinal chemistry and the pharmacy curriculum.

    PubMed

    Khan, M O Faruk; Deimling, Michael J; Philip, Ashok

    2011-10-10

    The origins and advancements of pharmacy, medicinal chemistry, and drug discovery are interwoven in nature. Medicinal chemistry provides pharmacy students with a thorough understanding of drug mechanisms of action, structure-activity relationships (SAR), acid-base and physicochemical properties, and absorption, distribution, metabolism, excretion, and toxicity (ADMET) profiles. A comprehensive understanding of the chemical basis of drug action equips pharmacy students with the ability to answer rationally the "why" and "how" questions related to drug action and it sets the pharmacist apart as the chemical expert among health care professionals. By imparting an exclusive knowledge base, medicinal chemistry plays a vital role in providing critical thinking and evidence-based problem-solving skills to pharmacy students, enabling them to make optimal patient-specific therapeutic decisions. This review highlights the parallel nature of the history of pharmacy and medicinal chemistry, as well as the key elements of medicinal chemistry and drug discovery that make it an indispensable component of the pharmacy curriculum.

  9. Veterinary Preventive Medicine Curriculum Development at Louisiana State University

    ERIC Educational Resources Information Center

    Hubbert, William T.

    1976-01-01

    The program aims at training veterinarians, with interdepartmental faculty participation the rule rather than the exception. Included in the curriculum are: avian medicine, herd health management, veterinary public health, veterinary food hygiene, and regulatory veterinary medicine. (LBH)

  10. Nuclear Medicine Technology: A Suggested Two-Year Curriculum Manual.

    ERIC Educational Resources Information Center

    Hunter, David

    This curriculum guide prescribes an educational program for training nuclear medicine technologists. Following a brief section on program development, the curriculum is both outlined and presented in detail. For each of the 44 courses, the following information is given: (1) sequential placement of the course in the curriculum; (2) course…

  11. Integration of Evidence Based Medicine into a Medical Curriculum

    PubMed Central

    Tamim, H M; Ferwana, M; Al Banyan, E; Al Alwan, I; Hajeer, AH

    2009-01-01

    The College of Medicine at King Saud bin Abdulaziz University for Health Sciences (KSAU-HS) was established in January 2004. The four-year curriculum was based on the Problem Based Learning (PBL) format and involved the web-based graduate medical program adopted from the University of Sydney, Australia. At KSAU-HS, one additional semester was added to the beginning of this curriculum to prepare the students in English language skills, PBL, Information Technology and Evidence Based Medicine (EBM). EBM is part of the Personal and Professional Development (PPD) theme of the medical curriculum and is integrated into each stage of the medical curriculum. These modifications of the University of Sydney curriculum are presented here as a model of EBM integration into a college of medicine curriculum. PMID:20165529

  12. Curriculum Guidelines for Postdoctoral Oral Diagnosis/Oral Medicine.

    ERIC Educational Resources Information Center

    Journal of Dental Education, 1985

    1985-01-01

    The American Association of Dental Schools' Curriculum Guidelines for oral diagnosis and medicine include a definition of the discipline, its interrelationships with other disciplines, a curriculum overview, primary educational goals, prerequisites, a core content outline, specific behavioral objectives, and notes on sequencing, faculty, and…

  13. American Medical Society for Sports Medicine recommended sports ultrasound curriculum for sports medicine fellowships.

    PubMed

    Finnoff, Jonathan T; Berkoff, David; Brennan, Fred; DiFiori, John; Hall, Mederic M; Harmon, Kimberly; Lavallee, Mark; Martin, Sean; Smith, Jay; Stovak, Mark

    2015-02-01

    The American Medical Society for Sports Medicine (AMSSM) developed a musculoskeletal ultrasound curriculum for sports medicine fellowships in 2010. As the use of diagnostic and interventional ultrasound in sports medicine has evolved, it became clear that the curriculum needed to be updated. Furthermore, the name 'musculoskeletal ultrasound' was changed to 'sports ultrasound' (SPORTS US) to reflect the broad range of diagnostic and interventional applications of ultrasound in sports medicine. This document was created to outline the core competencies of SPORTS US and to provide sports medicine fellowship directors and others interested in SPORTS US education with a guide to create a SPORTS US curriculum. By completing this SPORTS US curriculum, sports medicine fellows and physicians can attain proficiency in the core competencies of SPORTS US required for the practice of sports medicine.

  14. International Federation for Emergency Medicine point of care ultrasound curriculum.

    PubMed

    Atkinson, Paul; Bowra, Justin; Lambert, Mike; Lamprecht, Hein; Noble, Vicki; Jarman, Bob

    2015-03-01

    To meet a critical and growing need for a standardized approach to emergency point of care ultrasound (PoCUS) worldwide, emergency physicians must be trained to deliver and teach this skill in an accepted and reliable format. Currently, there is no globally recognized, standard PoCUS curriculum that defines the accepted applications, as well as standards for training and practice of PoCUS by specialists and trainees in emergency medicine. To address this deficit, the International Federation for Emergency Medicine (IFEM) convened a sub-committee of international experts in PoCUS to outline a curriculum for training of specialists in emergency PoCUS. This curriculum document represents the consensus of recommendations by this sub-committee. The curriculum is designed to provide a framework for PoCUS education in emergency medicine. The focus is on the processes required to select core and enhanced applications, as well as the key elements required for the delivery of PoCUS training from introduction through to continuing professional development and skill maintenance. It is designed not to be prescriptive but to assist educators and emergency medicine leadership to advance PoCUS education in emergency medicine no matter the training venue. The content of this curriculum is relevant not just for communities with mature emergency medicine systems but in particular for developing nations or for nations seeking to develop PoCUS training programs within the current educational structure. We anticipate that there will be wide variability in how this curriculum is implemented and taught, reflecting the existing educational environment, resources and goals of educational programs.

  15. Terror Medicine as Part of the Medical School Curriculum

    PubMed Central

    Cole, Leonard A.; Wagner, Katherine; Scott, Sandra; Connell, Nancy D.; Cooper, Arthur; Kennedy, Cheryl Ann; Natal, Brenda; Lamba, Sangeeta

    2014-01-01

    Terror medicine, a field related to emergency and disaster medicine, focuses on medical issues ranging from preparedness to psychological manifestations specifically associated with terrorist attacks. Calls to teach aspects of the subject in American medical schools surged after the 2001 jetliner and anthrax attacks. Although the threat of terrorism persists, terror medicine is still addressed erratically if at all in most medical schools. This paper suggests a template for incorporating the subject throughout a 4-year medical curriculum. The instructional framework culminates in a short course for fourth year students, such as one recently introduced at Rutgers New Jersey Medical School, Newark, NJ, USA. The proposed 4-year Rutgers curriculum serves as a model that could assist other medical schools contemplating the inclusion of terror medicine in pre-clerkship and clerkship training. PMID:25309891

  16. Terror medicine as part of the medical school curriculum.

    PubMed

    Cole, Leonard A; Wagner, Katherine; Scott, Sandra; Connell, Nancy D; Cooper, Arthur; Kennedy, Cheryl Ann; Natal, Brenda; Lamba, Sangeeta

    2014-01-01

    Terror medicine, a field related to emergency and disaster medicine, focuses on medical issues ranging from preparedness to psychological manifestations specifically associated with terrorist attacks. Calls to teach aspects of the subject in American medical schools surged after the 2001 jetliner and anthrax attacks. Although the threat of terrorism persists, terror medicine is still addressed erratically if at all in most medical schools. This paper suggests a template for incorporating the subject throughout a 4-year medical curriculum. The instructional framework culminates in a short course for fourth year students, such as one recently introduced at Rutgers New Jersey Medical School, Newark, NJ, USA. The proposed 4-year Rutgers curriculum serves as a model that could assist other medical schools contemplating the inclusion of terror medicine in pre-clerkship and clerkship training.

  17. A Model Longitudinal Observation Medicine Curriculum for an Emergency Medicine Residency.

    PubMed

    Wheatley, Matthew; Baugh, Christopher; Osborne, Anwar; Clark, Carol; Shayne, Philip; Ross, Michael

    2016-04-01

    The role of observation services for emergency department patients has increased in recent years. Driven by changing health care practices and evolving payer policies, many hospitals in the United States currently have or are developing an observation unit (OU) and emergency physicians are most often expected to manage patients in this setting. Yet, few residency programs dedicate a portion of their clinical curriculum to observation medicine. This knowledge set should be integrated into the core training curriculum of emergency physicians. Presented here is a model observation medicine longitudinal training curriculum, which can be integrated into an emergency medicine (EM) residency. It was developed by a consensus of content experts representing the observation medicine interest group and observation medicine section, respectively, from EM's two major specialty societies: the Society for Academic Emergency Medicine (SAEM) and the American College of Emergency Physicians (ACEP). The curriculum consists of didactic, clinical, and self-directed elements. It is longitudinal, with learning objectives for each year of training, focusing initially on the basic principles of observation medicine and appropriate observation patient selection; moving to the management of various observation appropriate conditions; and then incorporating further concepts of OU management, billing, and administration. This curriculum is flexible and designed to be used in both academic and community EM training programs within the United States. Additionally, scholarly opportunities, such as elective rotations and fellowship training, are explored.

  18. [Design of a Curriculum Clinical Social Medicine].

    PubMed

    Gostomzyk, J G; Simoes, E; Mittelstaedt, G V

    2015-09-01

    The economic transformation of health care systems, which is supported by both the economic and the political sector, is in demand of constant humane correction. Legal regulations of social systems securing health corresponding to the code of social law are guard rails for a responsible use of limited resources and are subject to constant development. All doctors caring for patients should be in a position to reflect the real life context of their patients as both causal and modifying influence for health and disease from a social medical perspective, apart from their specific medical field of expertise.Accordingly 3 parts of sub-specialization training are suggested: clinical tasks of social medicine as detailed in the code of social law, clinical social medicine in health care according to the 5(th) book of the code of social law and social medicine in clinical social medicine/participation. Higher level-of-care hospitals, as well as rehabilitation clinics, should offer sub-specialization in social medicine without interruption of employment contracts. Corresponding criteria for the regulation on further education should be formulated by the German Society of Social Medicine and Prevention (DGSMP) as the competent scientific association and presented to the committee on further education of the Federal Medical Association. This aims at strengthening social medicine in clinical care.

  19. A Needs Assessment for a Longitudinal Emergency Medicine Intern Curriculum

    PubMed Central

    Shappell, Eric; Ahn, James

    2017-01-01

    Introduction A key task of emergency medicine (EM) training programs is to develop a consistent knowledge of core content in recruits with heterogeneous training backgrounds. The traditional model for delivering core content is lecture-based weekly conference; however, a growing body of literature finds this format less effective and less appealing than alternatives. We sought to address this challenge by conducting a needs assessment for a longitudinal intern curriculum for millennial learners. Methods We surveyed all residents from the six EM programs in the greater Chicago area regarding the concept, format, and scope of a longitudinal intern curriculum. Results We received 153 responses from the 300 residents surveyed (51% response rate). The majority of respondents (80%; 82% of interns) agreed or strongly agreed that a dedicated intern curriculum would add value to residency education. The most positively rated teaching method was simulation sessions (91% positive responses), followed by dedicated weekly conference time (75% positive responses) and dedicated asynchronous resources (71% positive responses). Less than half of respondents (47%; 26% of interns) supported use of textbook readings in the curriculum. Conclusion There is strong learner interest in a longitudinal intern curriculum. This needs assessment can serve to inform the development of a universal intern curriculum targeting the millennial generation. PMID:28116005

  20. American Medical Society for Sports Medicine recommended sports ultrasound curriculum for sports medicine fellowships.

    PubMed

    Finnoff, Jonathan T; Berkoff, David; Brennan, Fred; DiFiori, John; Hall, Mederic M; Harmon, Kimberly; Lavallee, Mark; Martin, Sean; Smith, Jay; Stovak, Mark

    2015-01-01

    The following sports ultrasound (SPORTS US) curriculum is a revision of the curriculum developed by the American Medical Society for Sports Medicine (AMSSM) in 2010. Several changes have been made to the curriculum with the primary aim of providing a pathway by which a sports medicine fellow can obtain sufficient SPORTS US training to become proficient in the core competencies of SPORTS US. The core competencies of SPORTS US are outlined in the learning objectives section of this document. The term "SPORTS US" was purposefully chosen rather than "musculoskeletal ultrasound" (MSK US) because it was recognized by the panel that the evolving field of SPORTS US encompasses non-MSK applications of ultrasound such as the FAST examination (focused assessment with sonography for trauma). Although the SPORTS US core competencies in this curriculum are all MSK in nature, they represent the minimum SPORTS US knowledge a sports medicine fellow should acquire during fellowship. However, additional training in more advanced MSK and non-MSK applications of ultrasound can be provided at the fellowship director's discretion. Completion of this SPORTS US curriculum fulfills the American Institute of Ultrasound in Medicine's (AIUM) requirements to perform an MSK US examination and the prerequisites for the American Registry for Diagnostic Medical Sonography's (ARDMS) MSK sonography certification examination.

  1. Integrative Medicine in Preventive Medicine Education: Competency and Curriculum Development for Preventive Medicine and Other Specialty Residency Programs.

    PubMed

    Jani, Asim A; Trask, Jennifer; Ali, Ather

    2015-11-01

    During 2012, the USDHHS's Health Resources and Services Administration funded 12 accredited preventive medicine residencies to incorporate an evidence-based integrative medicine curriculum into their training programs. It also funded a national coordinating center at the American College of Preventive Medicine, known as the Integrative Medicine in Preventive Medicine Education (IMPriME) Center, to provide technical assistance to the 12 grantees. To help with this task, the IMPriME Center established a multidisciplinary steering committee, versed in integrative medicine, whose primary aim was to develop integrative medicine core competencies for incorporation into preventive medicine graduate medical education training. The competency development process was informed by central integrative medicine definitions and principles, preventive medicine's dual role in clinical and population-based prevention, and the burgeoning evidence base of integrative medicine. The steering committee considered an interdisciplinary integrative medicine contextual framework guided by several themes related to workforce development and population health. A list of nine competencies, mapped to the six general domains of competence approved by the Accreditation Council of Graduate Medical Education, was operationalized through an iterative exercise with the 12 grantees in a process that included mapping each site's competency and curriculum products to the core competencies. The competencies, along with central curricular components informed by grantees' work presented elsewhere in this supplement, are outlined as a roadmap for residency programs aiming to incorporate integrative medicine content into their curricula. This set of competencies adds to the larger efforts of the IMPriME initiative to facilitate and enhance further curriculum development and implementation by not only the current grantees but other stakeholders in graduate medical education around integrative medicine training.

  2. The Family Medicine Curriculum Resource Project: implications for faculty development.

    PubMed

    Sheets, Kent J; Quirk, Mark E; Davis, Ardis K

    2007-01-01

    Faculty development implications related to implementing the Family Medicine Curriculum Resource (FMCR) Project provide an opportunity to look at the recommendations of the Society of Teachers of Family Medicine's federally funded Faculty Futures Initiative (FFI) and the recent Future of Family Medicine (FFM) project. Implications for faculty development include the importance of the clerkship setting, originally defined in 1991, with new features added in today's practice environment as outlined by the FFM and the changing assumptions in approaching faculty development. Previously, faculty development focused on teaching learners to master current knowledge. Now, faculty must teach learners how to master new competencies throughout their lives; learners need to learn how they and others learn now. Teaching must focus on how to learn in the future as well as what to learn for the present. Competence ("what individuals know or are able to do in terms of knowledge, skills, and attitudes") has become the focus of curriculum development efforts over the last few years and most appropriately serves as the focus of curriculum development in the FMCR Project. Implications for developing teachers and preceptors focus on the skills and circumstances required to teach and evaluate all types (cognitive, metacognitive, and affective) of competence. In the new culture, novel teaching methods will serve as the focus of faculty development in teaching and of educational ("best practices") research.

  3. The University of Maryland experience in integrating preventive medicine into the clinical medicine curriculum.

    PubMed Central

    Havas, S; Rixey, S; Sherwin, R; Zimmerman, S I; Anderson, S

    1993-01-01

    Lifestyle risk factors play a major role in the etiology of premature mortality, morbidity, and disability in the United States. Numerous professional groups as well as the Surgeon General of the Public Health Service have recommended that increased attention be devoted to training medical students and physicians to improve their knowledge and skills in health promotion and disease prevention. Such training is critical for attaining many of the "Healthy People 2000" objectives. For a variety of reasons, however, most medical schools have had difficulty in successfully integrating preventive medicine into their clinical curriculums. This article describes the critical elements that allowed the faculty at the University of Maryland School of Medicine to accomplish this goal through its fourth year clinical preventive medicine course. The strategies employed in this course may serve as a model for other institutions to achieve the integration of preventive medicine into their clinical curriculums. PMID:8497571

  4. Lifestyle medicine curriculum for a preventive medicine residency program: implementation and outcomes

    PubMed Central

    Nawaz, Haq; Petraro, Paul V.; Via, Christina; Ullah, Saif; Lim, Lionel; Wild, Dorothea; Kennedy, Mary; Phillips, Edward M.

    2016-01-01

    Background The vast majority of the healthcare problems burdening our society today are caused by disease-promoting lifestyles (e.g., physical inactivity and unhealthy eating). Physicians report poor training and lack of confidence in counseling patients on lifestyle changes. Objective To evaluate a new curriculum and rotation in lifestyle medicine for preventive medicine residents. Methods Training included didactics (six sessions/year), distance learning, educational conferences, and newly developed lifestyle medicine rotations at the Institute of Lifestyle Medicine, the Yale-Griffin Prevention Research Center, and the Integrative Medicine Center. We used a number of tools to assess residents’ progress including Objective Structured Clinical Examinations (OSCEs), self-assessments, and logs of personal health habits. Results A total of 20 residents participated in the lifestyle medicine training between 2010 and 2013. There was a 15% increase in residents’ discussions of lifestyle issues with their patients based on their baseline and follow-up surveys. The performance of preventive medicine residents on OSCEs increased each year they were in the program (average OSCE score: PGY1 73%, PGY2 83%, PGY3 87%, and PGY4 91%, p=0.01). Our internal medicine and preliminary residents served as a control, since they did participate in didactics but not in lifestyle medicine rotations. Internal medicine and preliminary residents who completed the same OSCEs had a slightly lower average score (76%) compared with plural for resident, preventive medicine residents (80%). However, this difference did not reach statistical significance (p=0.11). Conclusion Incorporating the lifestyle medicine curriculum is feasible for preventive medicine training allowing residents to improve their health behavior change discussions with patients as well as their own personal health habits. PMID:27507540

  5. Real time curriculum map for internal medicine residency

    PubMed Central

    Wong, Roger Y; Roberts, J Mark

    2007-01-01

    Background To manage the voluminous formal curriculum content in a limited amount of structured teaching time, we describe the development and evaluation of a curriculum map for academic half days (AHD) in a core internal medicine residency program. Methods We created a 3-year cyclical curriculum map (an educational tool combining the content, methodology and timetabling of structured teaching), comprising a matrix of topics under various specialties/themes and corresponding AHD hours. All topics were cross-matched against the ACP-ASIM in-training examination, and all hours were colour coded based on the categories of core competencies. Residents regularly updated the map on a real time basis. Results There were 208 topics covered in 283 AHD hours. All topics represented core competencies with minimal duplication (78% covered once in 3 years). Only 42 hours (15%) involved non-didactic teaching, which increased after implementation of the map (18–19 hours/year versus baseline 5 hours/year). Most AHD hours (78%) focused on medical expert competencies. Resident satisfaction (90% response) was high throughout (range 3.64 ± 0.21, 3.84 ± 0.14 out of 4), which improved after 1 year but returned to baseline after 2 years. Conclusion We developed and implemented an internal medicine curriculum map based on real time resident input, with minimal topic duplication and high resident satisfaction. The map provided an opportunity to balance didactic versus non-didactic teaching, and teaching on medical versus non medical expert topics. PMID:17988402

  6. An investigation on social accountability of general medicine curriculum

    PubMed Central

    Emadzadeh, Ali; Moonaghi, Hossein Karimi; Bazzaz, Mojtaba Mousavi; Karimi, Sharareh

    2016-01-01

    Introduction Experts consider social accountability as a new paradigm in medical education and a cultural change that is necessary to be studied and understood more deeply. One of the problems of medical education is the inadequacy of medicine graduates to meet the social accountability. Therefore, the aim of this study was to examine the general medicine curriculum for social accountability. Methods This cross-sectional study was conducted on three groups of experts, faculty members, and general physicians working in health centers in Mashhad in 2014. According to the needs assessment and definition of need as a requirement or preference, the research was conducted in three stages using the Delphi method, in which the opinions of experts, lecturers, and practitioners were collected and classified based on the CARE model in four areas, i.e., clinical activities, advocacy, research, and educational categories, and, ultimately, the percentage of agreement was determined. Results As indicated by the results of the need analysis, in order to reach social accountability of medical students of Mashhad University of Medical Sciences, the curriculum should cover four major areas, i.e., clinical activities, advocacy, research, and training. We found 38 items for social accountability that are required in the general medical curriculum, including clinical activities (12 items), advocacy (10 items), and scope of research (8 items). The educational area was comprised of 8 items. In this study, from 30 participants, only 19 people participated in the three-step Delphi, and there was a 70% response rate in the first stage and second stage, but 90.47% in the third stage. Conclusion There is a growing interest around the world for social accountability in medical schools and other health-related schools. It is expected that the results will be of interest to planners and policy-makers in this field so that we will observe a promotion in the culture of social accountability in

  7. Integration of Women's Health into an Internal Medicine Core Curriculum for Medical Students.

    ERIC Educational Resources Information Center

    Nicolette, JoDean; Jacobs, Michael D.

    2000-01-01

    Describes a collaboration to analyze and integrate elements of women's health into the core curriculum in internal medicine for a medical school's third year clerkship. Illustrates the new curriculum by describing the new module in pulmonary medicine and discusses the use of the process to integrate curricula in other interdisciplinary fields.…

  8. A model for teaching raptor medicine in the veterinary curriculum.

    PubMed

    Degernes, Laurel A; Osborne, Julie A Nettifee

    2006-01-01

    Injured or sick wild avian species, especially raptors (birds of prey, including hawks, owls, falcons, and eagles), can present different challenges to veterinary students and veterinarians who are trained in companion avian medicine (e.g., parrot medicine). Proper capture and restraint, feeding, housing, and certain diagnostic and treatment techniques involving raptors require different skills, knowledge, and resources than working with parrots. We developed an innovative raptor medicine program that enables students to acquire proficiency in safe capture, restraint, and examination techniques and in common diagnostic and treatment procedures. A self-assessment survey was developed to determine students' confidence and proficiency in 10 procedures taught in the lab. Groups were compared by class status (Year 1 vs. Year 2 and 3) and level of prior raptor experience (non-experienced or experienced). In surveys conducted before and after teaching two sets of raptor training labs, students rated themselves significantly more proficient in all 10 diagnostic and treatment procedures after completing the two raptor laboratories. The greatest improvements were observed in technical skill procedures such as fluid administration, intramuscular injections, cloacal swabs, venipuncture, and bandaging. Our approach to incorporating elective wildlife learning experiences into the veterinary curriculum may be replicable in other veterinary schools, with or without a wildlife rehabilitation program.

  9. The integration of the "spirituality in medicine" curriculum into the osteopathic communication curriculum at Kansas City University of Medicine and Biosciences.

    PubMed

    Talley, Jan A; Magie, Richard

    2014-01-01

    With grant funding from the John Templeton Spirituality and Medicine Curricular Award to the George Washington Institute for Spirituality and Health, faculty at Kansas City University of Medicine and Biosciences (KCUMB) developed the "Spirituality in Medicine" curriculum. In developing the curriculum, faculty took into consideration competencies required by the Association of American Medical Colleges and qualitative results from surveys of medical school applicants and enrolled students. Strategies for curriculum delivery included lectures, panel discussions, role-playing, and training in the use of a spirituality assessment tool. A majority of the 250 students who received the training in 2010-2011 were able to demonstrate the following competencies: (1) being sensitive to patients' spiritual and cultural needs, (2) assessing patients' and their own spiritual needs, (3) appropriately using chaplain services for patient care, and (4) understanding the effects of health disparities and ethical issues on patient care. Challenges to implementation included a reduction in chaplain availability due to the economic downturn, a lack of student exposure to direct patient care during shadowing, too little religious diversity among chaplains, and changes in assignment schedules. New competencies required by the National Board of Osteopathic Medical Examiners overlap with and help ensure sustainability of the Spirituality in Medicine curriculum. KCUMB leaders have incorporated the use of the spirituality assessment tool into other parts of the curriculum and into service experiences, and they have introduced a new elective in palliative care. Synergistic efforts by faculty leaders for this initiative were critical to the implementation of this curriculum.

  10. A behavioral science/behavioral medicine core curriculum proposal for Japanese undergraduate medical education.

    PubMed

    Tsutsumi, Akizumi

    2015-01-01

    Behavioral science and behavioral medicine have not been systematically taught to Japanese undergraduate medical students. A working group under the auspices of Japanese Society of Behavioral Medicine developed an outcome-oriented curriculum of behavioral science/behavioral medicine through three processes: identifying the curriculum contents, holding a joint symposium with related societies, and defining outcomes and proposing a learning module. The behavioral science/behavioral medicine core curriculum consists of 11 units of lectures and four units of practical study. The working group plans to improve the current core curriculum by devising formative assessment methods so that students can learn and acquire attitude as well as the skills and knowledge necessary for student-centered clinical practice.

  11. Determining and prioritizing competencies in the undergraduate internal medicine curriculum in Saudi Arabia.

    PubMed

    Almoallim, H

    2011-08-01

    To determine knowledge and skills competencies in internal medicine for the undergraduate curriculum in Saudi Arabia, competencies were identified based on group work utilizing common textbooks. The Delphi Technique was used as a consensus method to determine and prioritize competencies in internal medicine. A group of 20 clinicians rated the identified competencies from 0-3 (0: no need to know, 1: interesting to know, 2: should know and 3: must know). After formulating the results, a second Delphi round was conducted with 5 experts in internal medicine. A total of 1513 knowledge competencies and 189 skills competencies were determined and prioritized. The competencies corresponded to the 12 systems in internal medicine. All competencies rated 2.2-3.0 were produced separately and considered core competencies for the undergraduate internal medicine curriculum. Determining and prioritizing competencies should influence the curriculum reform process.

  12. Evaluation of a Substance Use Disorder Curriculum for Internal Medicine Residents

    ERIC Educational Resources Information Center

    Stein, Melissa R.; Arnsten, Julia H.; Parish, Sharon J.; Kunins, Hillary V.

    2011-01-01

    Teaching about diagnosis, treatment, and sequelae of substance use disorders (SUDs) is insufficient in most Internal Medicine residency programs. To address this, the authors developed, implemented, and evaluated a novel and comprehensive SUD curriculum for first year residents (interns) in Internal Medicine, which anchors the ensuing 3-year…

  13. Implementing the Association of Teachers of Preventive Medicine's Recommendations into the Undergraduate Medical School Curriculum.

    ERIC Educational Resources Information Center

    Altekruse, Joan; And Others

    1991-01-01

    Ideas for integrating preventive medicine into the undergraduate medical curriculum include options for curricula in quantitative skills, clinical preventive medicine, primary care rotation, community health services, and independent continuing education. Recommendations are based on a guide assessing the effectiveness of 169 types of preventive…

  14. The curriculum vitae: gateway to academia.

    PubMed

    Christenbery, Tom L

    2014-01-01

    A CV serves as formal documentation of the applicant’s career path and provides necessary demographic and historical information for career change or advancement. Therefore, each section of the CV should be a thorough accounting of the applicant’s academic, work, and professional responsibilities and attainments. The guidelines in this column also are relevant for nurse educators applying for positions in schools of nursing.

  15. Using the Curriculum Vitae in Leadership Research

    ERIC Educational Resources Information Center

    Bawazeer, Wazerah; Gunter, Helen M

    2016-01-01

    Professional biography research with those who hold formal positions in educational organizations is an established approach to researching leaders, leading and leadership. A key focus is on the oral account of a life story, and this can include family and wider life experiences. What is less of a feature is how the respondent codifies their…

  16. Effecting Change in an Evidence-Based Medicine Curriculum: Librarians' Role in a Pediatric Residency Program.

    PubMed

    Zeblisky, Kathy; Birr, Rebecca A; Sjursen Guerrero, Anne Marie

    2015-01-01

    Librarians for the joint Phoenix Children's Hospital/Maricopa Medical Center Pediatric Residency Program were asked to assist on the Evidence-Based Medicine (EBM) Subcommittee for the program. Faculty was open to recommendations for revising and improving the curriculum and desired librarian assistance in completing the task. The annual program review and conference evaluations revealed a gap between the objectives of the EBM curriculum and the residents' perceived abilities to integrate knowledge into meaningful literature searches. This column demonstrates how librarians can collaborate with their residency programs to revise and improve processes to effect change in their program's EBM curriculum.

  17. How to get on a SpR rotation in emergency medicine (and make the most of it)

    PubMed Central

    Lloyd, G; O'Sullivan, I; Rawlinson, N; Mann, C; Harris, A

    2003-01-01

    Emergency medicine is now proving a popular specialty in the United Kingdom. A recent report ranks emergency medicine second in specialties attracting the most applications for specialist registrar (SpR) interview. Numbered posts are becoming increasingly competitive as a result. This paper offers advice to aspiring emergency department SpRs. It identifies areas in which a curriculum vitae may be improved. It should also enable emergency department trainees to set objectives for their early SpR years. PMID:12748138

  18. [Kampo Medicine in the New Model Core Curriculum of Pharmaceutical Education].

    PubMed

    Kobayashi, Yoshinori

    2016-01-01

    What should we educate for Kampo medicine in the model core curriculum of pharmaceutical education? The curricular core should be discussed considering the points mentioned below. (1) Positioning of Kampo medicine in the Japanese medical care system. Kampo medicine is an authorized medical care category in the National Health Insurance (NHI) program in Japan. The NHI drug price list carries 148 Kampo formulations. According to the report of the Japan Kampo Medicines Manufacturers Association in 2011, approximately 90% of Japanese physicians prescribe Kampo medicines. (2) Differences between Kampo medicine and western medicine: In Kampo medicine, the most suitable formula among various Kampo formulas to normalize the psychophysical state of individual patients is selected. In other words, if there is a complaint, there are always some treatments. (3) A strong point of Kampo medicine: Kampo medicine enables physicians to deal with difficult-to-treat conditions by western medicine alone. Also, by using the scale of Kampo medicine, each patient can grasp his or her own systemic state and improve their lifestyle. To extend healthy life expectancy, a basic knowledge of Kampo medicine may play a significant role in integrated health care. "The guide book of the approval standards for OTC Kampo products", "the pharmaceutical advanced educational guideline", and "the manual of the exam questions preparation for registered sales clerks" should also be consulted before selecting the area and contents that should be covered.

  19. [Pedagogic reflexions on the evidence-based medicine curriculum of the German Central Agency for Quality in Medicine and the German Network for Evidence-Based Medicine].

    PubMed

    Meyer, Gabriele; Schlömer, Gabriele

    2003-07-01

    The German Agency for Quality in Medicine (AQuMed) and the Network for Evidence-based Medicine (EbM) have recently published the draft of an EbM Curriculum for continuing medical education. This standardised concept might lead to an improvement of the quality of EbM courses for physicians. Critical appraisal of the curriculum from a didactic point of view reveals both a substantial lack of teaching methods and teaching aids, and a lack of appropriate tools for the evaluation of the actual increase in professional competence. This includes specialised subject knowledge, methodological considerations as well as highly developed communication and social skills. We recommend incorporation of these components into the curriculum design to facilitate its successful implementation.

  20. The Development of a Medical Ethics Curriculum in a General Internal Medicine Residency Program.

    ERIC Educational Resources Information Center

    Wartman, Steven A.; Brock, Dan W.

    1989-01-01

    A three-year curriculum in medical ethics operates at Rhode Island Hospital and Brown University as part of the general internal medicine residency program. The six major topics covered are co-taught as seminars by one or more members of the multidisciplinary ethics faculty (philosopher, internist, and communications specialist) and experienced…

  1. Seeking the Optimal Time for Integrated Curriculum in Jinan University School of Medicine

    ERIC Educational Resources Information Center

    Pan, Sanqiang; Cheng, Xin; Zhou, Yanghai; Li, Ke; Yang, Xuesong

    2017-01-01

    The curricular integration of the basic sciences and clinical medicine has been conducted for over 40 years and proved to increase medical students' study interests and clinical reasoning. However, there is still no solid data suggesting what time, freshmen or year 3, is optimal to begin with the integrated curriculum. In this study, the…

  2. Incorporation of Medicinal Chemistry into the Organic Chemistry Curriculum

    ERIC Educational Resources Information Center

    Forbes, David C.

    2004-01-01

    Application of concepts presented in organic chemistry lecture using a virtual project involving the sythesis of medicinally important compounds is emphasized. The importance of reinforcing the concepts from lecture in lab, thus providing a powerful instructional means is discussed.

  3. Developing a curriculum framework for global health in family medicine: emerging principles, competencies, and educational approaches

    PubMed Central

    2011-01-01

    Background Recognizing the growing demand from medical students and residents for more comprehensive global health training, and the paucity of explicit curricula on such issues, global health and curriculum experts from the six Ontario Family Medicine Residency Programs worked together to design a framework for global health curricula in family medicine training programs. Methods A working group comprised of global health educators from Ontario's six medical schools conducted a scoping review of global health curricula, competencies, and pedagogical approaches. The working group then hosted a full day meeting, inviting experts in education, clinical care, family medicine and public health, and developed a consensus process and draft framework to design global health curricula. Through a series of weekly teleconferences over the next six months, the framework was revised and used to guide the identification of enabling global health competencies (behaviours, skills and attitudes) for Canadian Family Medicine training. Results The main outcome was an evidence-informed interactive framework http://globalhealth.ennovativesolution.com/ to provide a shared foundation to guide the design, delivery and evaluation of global health education programs for Ontario's family medicine residency programs. The curriculum framework blended a definition and mission for global health training, core values and principles, global health competencies aligning with the Canadian Medical Education Directives for Specialists (CanMEDS) competencies, and key learning approaches. The framework guided the development of subsequent enabling competencies. Conclusions The shared curriculum framework can support the design, delivery and evaluation of global health curriculum in Canada and around the world, lay the foundation for research and development, provide consistency across programmes, and support the creation of learning and evaluation tools to align with the framework. The process used to

  4. Developing a competence-based addiction medicine curriculum in Indonesia: the training needs assessment.

    PubMed

    Pinxten, W J L; De Jong, C; Hidayat, T; Istiqomah, A N; Achmad, Y M; Raya, R P; Norviatin, D; Siregar, I M P

    2011-04-01

    Indonesia has one of the fastest growing, injecting drugs user-driven, human immunodeficiency virus (HIV) epidemics in Asia. Coverage of needle and syringe programs (NSPs), opioid substitution therapy (OST), and antiretroviral treatment (ART) is increasing, but is still low, whereas professional training in addiction medicine is not yet established. Urgent development and scaling-up of professional capacity in comprehensive, evidence-based addiction medicine is needed. In this article the results of the first step is presented, being the training needs assessment (TNA) and the process of further developing a national evidence- and competence-based addiction medicine curriculum in Indonesia.

  5. Current perspectives on curriculum needs in zoological medicine.

    PubMed

    Stoskopf, Michael K

    2006-01-01

    Advances have been made in expanding veterinary curricula to deliver basic key knowledge and skills necessary for provision of health care to captive and companion non-domestic or non-traditional species in the veterinary colleges of the United States and Canada. These advances were in large part facilitated by the deliberations and recommendations of the White Oak Accords. Though a five-year review of curricular opportunities at US and Canadian veterinary colleges shows that progress has been made in implementing the recommendations of the White Oak Accords, there remains room for improvement. The broadly comparative and health-maintenance basis of zoological medicine contributes critically to the potential for veterinary medicine to make important contributions to the concept of the integrated health of the planet. Emergence of key zoonotic and production-animal diseases derived from and within wildlife populations since 2000 has increased awareness worldwide of the importance of zoological medicine in protecting both production livestock and public health. These areas are addressed in elective curricula at colleges emerging as centers of excellence in zoological medicine, but it is critical that core curricula in zoological medicine at all schools be strengthened to include these important areas to prepare our DVM/VMD graduates to protect companion-animal, production-animal, and public health.

  6. Impact of a family medicine resident wellness curriculum: a feasibility study

    PubMed Central

    Runyan, Christine; Savageau, Judith A.; Potts, Stacy; Weinreb, Linda

    2016-01-01

    Background Up to 60% of practicing physicians report symptoms of burnout, which often peak during residency. Residency is also a relevant time for habits of self-care and resiliency to be emphasized. A growing literature underscores the importance of this; however, evidence about effective burnout prevention curriculum during residency remains limited. Objectives The purpose of this project is to evaluate the impact of a new, 1-month wellness curriculum for 12 second-year family medicine residents on burnout, empathy, stress, and self-compassion. Methods The pilot program, introduced during a new rotation emphasizing competencies around leadership, focused on teaching skills to cultivate mindfulness and self-compassion in order to enhance empathy and reduce stress. Pre-assessments and 3-month follow-up assessments on measures of burnout, empathy, self-compassion, and perceived stress were collected to evaluate the impact of the curriculum. It was hypothesized that this curriculum would enhance empathy and self-compassion as well as reduce stress and burnout among family medicine residents. Results Descriptive statistics revealed positive trends on the mean scores of all the measures, particularly the Mindfulness Scale of the Self-Compassion Inventory and the Jefferson Empathy Scale. However, the small sample size and lack of sufficient power to detect meaningful differences limited the use of inferential statistics. Conclusions This feasibility study demonstrates how a residency wellness curriculum can be developed, implemented, and evaluated with promising results, including high participant satisfaction. PMID:27282276

  7. All Health Is Global Health, All Medicine Is Social Medicine: Integrating the Social Sciences Into the Preclinical Curriculum.

    PubMed

    Kasper, Jennifer; Greene, Jeremy A; Farmer, Paul E; Jones, David S

    2016-05-01

    As physicians work to achieve optimal health outcomes for their patients, they often struggle to address the issues that arise outside the clinic. Social, economic, and political factors influence patients' burden of disease, access to treatment, and health outcomes. This challenge has motivated recent calls for increased attention to the social determinants of health. At the same time, advocates have called for increased attention to global health. Each year, more U.S. medical students participate in global health experiences. Yet, the global health training that is available varies widely. The discipline of social medicine, which attends to the social determinants of disease, social meanings of disease, and social responses to disease, offers a solution to both challenges. The analyses and techniques of social medicine provide an invaluable toolkit for providing health care in the United States and abroad.In 2007, Harvard Medical School implemented a new course, required for all first-year students, that teaches social medicine in a way that integrates global health. In this article, the authors argue for the importance of including social medicine and global health in the preclinical curriculum; describe Harvard Medical School's innovative, integrated approach to teaching these disciplines, which can be used at other medical schools; and explore the barriers that educators may face in implementing such a curriculum, including resistance from students. Such a course can equip medical students with the knowledge and tools that they will need to address complex health problems in the United States and abroad.

  8. Health and disease in context: a community-based social medicine curriculum.

    PubMed

    Gregg, Jessica; Solotaroff, Rachel; Amann, Ted; Michael, Yvonne; Bowen, Judith

    2008-01-01

    Despite the increasing attention paid to the role of social forces in determining health, most physicians finish their training ill-prepared to address these issues. The authors describe their efforts to fill that training gap for internal medicine residents at Oregon Health and Science University through a community-based social medicine curriculum, designed in 2006 in conjunction with community partners at Central City Concern (CCC), an organization addressing homelessness, poverty, and addiction in downtown Portland, Oregon. The challenge was to develop a curriculum that would (1) fit within the scheduling constraints of an established categorical internal medicine residency program, (2) give all internal medicine residents a chance to better understand how social forces affect health, and (3) help show how they, as health professionals, might intervene to improve health and health care. The authors maintain that by developing this curriculum with community partners--who took the lead in deciding what residents should learn about their community and how they should learn it--the residency program is providing a relatively brief but extremely rich opportunity for residents to engage the personal, social, and health-related issues experienced by clients served by CCC. The authors first provide a brief overview of the curriculum and describe how the principles and practices of community-based participatory research were used in its development. They then discuss the challenges involved in teaching medical residents about social determinants of health, how their academic-community partnership approaches those challenges, and the recently established methods of evaluating the curriculum.

  9. Integrating Complementary and Alternative Medicine into the Health Education Curriculum.

    ERIC Educational Resources Information Center

    Patterson, Sheila M.; Graf, Helen M.

    2000-01-01

    Reviews the popularity of complementary and alternative medicine (CAM) approaches in health education, suggesting a proposed CAM course for health education professional preparation and offering a course outline which can be used as a self- standing course or integrated into existing courses. It includes a proposed course description and goals,…

  10. Curriculum Guidelines for Predoctoral Oral Diagnosis/Oral Medicine.

    ERIC Educational Resources Information Center

    Journal of Dental Education, 1987

    1987-01-01

    Oral diagnosis is the area of dental practice that deals with gathering, recording, and evaluating information contributing to the identification of abnormalities of the head and neck region. A statement of general curricular goals in oral diagnosis/oral medicine is presented. (MLW)

  11. Incorporating an environmental/occupational medicine theme into the medical school curriculum.

    PubMed

    Goldman, R H; Rosenwasser, S; Armstrong, E

    1999-01-01

    Medical schools have been slow in teaching students how to recognize and intervene in occupationally and environmentally related illnesses. In this article, we report on the efforts at one medical school, in which an occupational medicine physician teamed with medical school educators developed, implemented, and evaluated an environmental/occupational medicine (EOM) curriculum that was introduced in several locations, using a thematic approach. This effort resulted in new EOM content being added to eight core courses in a developmental sequence and the creation of several elective experiences. We describe techniques and strategies that might be useful at other institutions in promoting the EOM theme and improving communication. Occupational/environmental physicians and educators can play leadership roles in raising interest in EOM within the medical school setting and in developing and implementing an EOM curriculum.

  12. Designing a Competency-Based Program in Veterinary Public Health and Preventive Medicine for the Professional Curriculum

    ERIC Educational Resources Information Center

    Selby, Lloyd A.; And Others

    1976-01-01

    A five-day workshop was successful in fulfilling its prime objective, development of a competency-based curriculum for veterinary public health and preventive medicine (VPH & PM). The model now may be used to re-evaluate and, where necessary, revise existing curriculums. (LBH)

  13. The power of collaboration: integrating a preventive medicine-public health curriculum into a pediatric residency.

    PubMed

    Varkey, Prathibha; Billings, Marcie L; Matthews, Gretchen A; Voigt, Robert G

    2011-10-01

    This is one of six short papers that describe additional innovations to help integrate public health into medical education; these were featured in the "Patients and Populations: Public Health in Medical Education" conference. They represent relatively new endeavors or curricular components that had not been explored in prior publications. Although evaluation data are lacking, it was considered to be of value to medical educators to share a brief description of the collaboration between the Division of Preventive, Occupational, and Aerospace Medicine and the Department of Pediatrics at Mayo Clinic to integrate a preventive medicine-public health curriculum into the pediatric residency.

  14. [The 2010 curriculum of the faculty of medicine at the National University of Mexico].

    PubMed

    Sánchez-Mendiola, Melchor; Durante-Montiel, Irene; Morales-López, Sara; Lozano-Sánchez, Rogelio; Martínez-González, Adrián; Graue Wiechers, Enrique

    2011-01-01

    The 2010 undergraduate medical degree curriculum at the faculty of medicine of the Universidad Nacional Autonoma de Mexico (UNAM) constitutes an important curricular reform of medical education in our country. It is the result of an institutional reflective process and academic dialog, which culminated in its approval by UNAM’s Academic Council for the Biology, Chemistry, and Health Sciences areas on February 2nd, 2010. Some distinguishing characteristics of the new academic curriculum are: organization by courses with a focus on outcome competencies; three curricular axes that link three knowledge areas; four educational phases with achievement profiles; new courses (biomedical informatics, basic-clinical and clinical-basic integration, among others); and core curriculum. The aforementioned curriculum was decided within a framework of effective teaching strategies, competency oriented learning assessment methods, restructuring of the training of teaching staff, and establishment of a curriculum committee follow-up and evaluation of the program. Curricular change in medical education is a complex process through which the institution can achieve its mission and vision. This change process faces challenges and opportunities, and requires strategic planning with long-term foresight to guarantee a successful dynamic transition for students, teachers, and for the institution itself.

  15. Analyzing the Curriculum of the Faculty of Medicine, University of Gezira using Harden’s 10 questions framework

    PubMed Central

    AHMED, YASAR ALBUSHRA; ALNEEL, SALMA

    2017-01-01

    Introduction: Despite the importance of curriculum analysis for internal refinement of a programme, the approach for such a step in under-described in the literature. This article describes the analysis of the medical curriculum at the Faculty of Medicine, University of Gezira (FMUG). This analysis is crucial in the era of innovative medical education since introducing new curricula and curricular changes has become a common occurrence in medical education worldwide. Methods: The curriculum analysis was qualitatively approached using descriptive analysis and adopting Harden’s 10 Questions of curriculum development framework approach. Answering Harden's questions reflects the fundamental curricular components and how the different aspects of a curriculum framework fit together. The key features highlighted in the curriculum-related material and literature have been presented. Results: The analysis of the curriculum of FMUG reveals a curriculum with interactive components. Clear structured objectives and goals reflect the faculty’s vision. The approach for needs assessment is based on a scientific ground, and the curriculum integrated contents have been set to meet national and international requirements. Adopting SPICES strategies helps FMUG and students achieve the objectives of the curriculum. Multiple motivated instructional methods are adopted, fostering coping with the programme objectives and outcomes. A wide range of assessment methods has been adopted to assess the learning outcomes of the curriculum correctly, reliably, and in alignment with the intended outcomes. The prevailing conducive educational environment of FMUG is favourable for its operation and profoundly influences the outcome of the programme. And there is a well-defined policy for curriculum management, monitoring and evaluation. Conclusion: Harden’s 10 questions are satisfactorily addressed by the multi-disciplinary and well-developed FMUG curriculum. The current curriculum supports the

  16. HPEC Related VITA Standards: An Update

    DTIC Science & Technology

    2004-09-30

    HPEC Related VITA Standards: An Update Randy Banton Mercury Computer Systems, Inc. High Performance Embedded Computing (HPEC) Conference September...AND ADDRESS(ES) Mercury Computer Systems, Inc. 8. PERFORMING ORGANIZATION REPORT NUMBER 9. SPONSORING/MONITORING AGENCY NAME(S) AND ADDRESS(ES) 10...unclassified c. THIS PAGE unclassified Standard Form 298 (Rev. 8-98) Prescribed by ANSI Std Z39-18 2© 2004 Mercury Computer Systems, Inc. HPEC Related VITA

  17. Social media in the emergency medicine residency curriculum: social media responses to the residents' perspective article.

    PubMed

    Hayes, Bryan D; Kobner, Scott; Trueger, N Seth; Yiu, Stella; Lin, Michelle

    2015-05-01

    In July to August 2014, Annals of Emergency Medicine continued a collaboration with an academic Web site, Academic Life in Emergency Medicine (ALiEM), to host an online discussion session featuring the 2014 Annals Residents' Perspective article "Integration of Social Media in Emergency Medicine Residency Curriculum" by Scott et al. The objective was to describe a 14-day worldwide clinician dialogue about evidence, opinions, and early relevant innovations revolving around the featured article and made possible by the immediacy of social media technologies. Six online facilitators hosted the multimodal discussion on the ALiEM Web site, Twitter, and YouTube, which featured 3 preselected questions. Engagement was tracked through various Web analytic tools, and themes were identified by content curation. The dialogue resulted in 1,222 unique page views from 325 cities in 32 countries on the ALiEM Web site, 569,403 Twitter impressions, and 120 views of the video interview with the authors. Five major themes we identified in the discussion included curriculum design, pedagogy, and learning theory; digital curation skills of the 21st-century emergency medicine practitioner; engagement challenges; proposed solutions; and best practice examples. The immediacy of social media technologies provides clinicians the unique opportunity to engage a worldwide audience within a relatively short time frame.

  18. [Curriculum reform in dental medicine at the University of Ghent].

    PubMed

    De Boever, J A

    2004-01-01

    The need for dental and oral treatment in the society is constantly changing. Epidemiological studies show that in the rapidly aging population in Western Europe, caries (except for root caries) is declining but more complex periodontal treatment is needed. The number of completely edentulous patients is decreasing. Patients have a longer life expectancy but are medically and psychologically more compromised. Many more patients are at high risk for medical complications. Therefore, a more medical orientation of the dental education is needed. The basic cellular and molecular knowledge in medicine is rapidly expanding. The practical application of this expanded knowledge has been introduced in dentistry such as use of DNA probes, genetic testing, vaccines etc. The graduating dentist should be aware of the scientific progress and be able to apply this technology in his future practice. Therefore, the urgent need was felt to reform the dental education fundamentally and to give it a more medical orientation. Teaching is organised in coherent blocks of lectures covering specific parts of' a discipline and discussing the content from different angles by different lecturers. Basic information (eg. physiology, microscopy, microbiology) is provided in the same block as the clinical and therapeutic information. Preclinical laboratories prepare the student for the clinical phase of a discipline and are not any longer devoted to dental technical laboratory work. More time is given to prosthetic planning, communication with the dental technician and to analyse the biological effects of prosthetic appliances. In the final year a large number of teaching hours is devoted to general medical pathology including physiopathology, dermatology, general head and neck pathology and surgery (ENT, oncology, orthognathic surgery) as well as gerodontology including general medical, psychological and nutritional themes. Finally, clinically the student has a multidisciplinary approach in his

  19. The Doctoring Curriculum at the University of California, Davis School of Medicine: Leadership and Participant Roles for Psychiatry Faculty

    ERIC Educational Resources Information Center

    Bourgeois, James A.; Ton, Hendry; Onate, John; McCarthy, Tracy; Stevenson, Frazier T.; Servis, Mark E.; Wilkes, Michael S.

    2008-01-01

    Objective: The authors describe in detail the 3-year model of the Doctoring curriculum plus an elective fourth-year Doctoring course at University of California, Davis School of Medicine (UCDSOM) and University of California, Los Angeles (UCLA) School of Medicine and the critical role for psychiatry faculty leadership and participation. Methods:…

  20. [Curriculum reform at the Pontificia Universidad Católica de Chile School of Medicine].

    PubMed

    Cisternas, Marcela; Rivera, Solange; Sirhan, Marisol; Thone, Natalie; Valdés, Claudia; Pertuzé, Julio; Puschel, Klaus

    2016-01-01

    The career of Medicine at the Pontificia Universidad Católica de Chile was established from the beginning (1929), with a classical Flexner curriculum design. In seven years, the career is divided in three cycles: basic sciences, clinics and internship. It obtained Chilean accreditation and fulfilled American Association of Medical Colleges accreditation requirements. Changes in the Chilean epidemiological profile and health system, and new teaching methods in medicine, stimulated a process of deep curricular analysis, identifying strengths and weaknesses of the medical career. The curricular strengths were well-developed scientific and clinical components, fully committed students and faculties, well defined learning objectives and excellent clinical campuses. Curricular weaknesses included a poor vertical and horizontal integration, few student centered methodologies and a weak emphasis concerning doctor’s professionalism. Subsequently, the whole community of teachers, students and medical educators worked on the design of a new curriculum, establishing a new graduate profile and designed it oriented by learning objectives, of six years of duration, with an optimized course sequence that melds basic science and clinical concepts, with strong emphasis on humanities and professionalism. It prioritizes an early contact with patients from the first year and expands teaching methods. The main objective of this process was to achieve a new curriculum with an integrative structure. This was implemented in 2015 with an approved protocol to evaluate the outcomes.

  1. Promoting Quality Care for Recently Resettled Populations: Curriculum Development for Internal Medicine Residents

    PubMed Central

    MacNamara, Marina; Wilhelm, April; Dy, Geolani; Andiman, Sarah; Landau, Carol; Poshkus, Michael; Feller, Edward

    2014-01-01

    Background Residents report they lack preparation for caring for an increasingly diverse US population. In response, a variety of curricula have been developed to integrate cultural competency into medical training programs. To date, none of these curricula has specifically addressed members of recently resettled populations. Methods A preliminary assessment was conducted among internal medicine (IM) residents at 1 program (N  =  147). Based on 2 conceptual frameworks and the survey results, a pilot curriculum was developed and integrated into the interns' ambulatory block education within the general IM track (n  =  9). It included (1) online information made available to all hospital staff; (2) 4 interactive didactic sessions; and (3) increased exposure to newly arrived patients. The curriculum was qualitatively evaluated through 2 focus groups. Results The preliminary assessment was completed by 101 of 147 residents (69%), with 61% of respondents indicating they felt that they received less than adequate education in this area. Eight of the 9 interns exposed to the new curriculum participated in the focus groups. Overall, respondents reported they thought patient care had improved for recently resettled populations and across their patient panels after exposure to the curriculum. Conclusions This study demonstrated that an intervention that included didactics and enhanced exposure to a diverse population improved IM interns' perceptions of care for all patients, including recently settled individuals. PMID:24949138

  2. Integrative veterinary medical education and consensus guidelines for an integrative veterinary medicine curriculum within veterinary colleges.

    PubMed

    Memon, M A; Shmalberg, J; Adair, H S; Allweiler, S; Bryan, J N; Cantwell, S; Carr, E; Chrisman, C; Egger, C M; Greene, S; Haussler, K K; Hershey, B; Holyoak, G R; Johnson, M; Jeune, S Le; Looney, A; McConnico, R S; Medina, C; Morton, A J; Munsterman, A; Nie, G J; Park, N; Parsons-Doherty, M; Perdrizet, J A; Peyton, J L; Raditic, D; Ramirez, H P; Saik, J; Robertson, S; Sleeper, M; Dyke, J Van; Wakshlag, J

    2016-01-01

    Integrative veterinary medicine (IVM) describes the combination of complementary and alternative therapies with conventional care and is guided by the best available evidence. Veterinarians frequently encounter questions about complementary and alternative veterinary medicine (CAVM) in practice, and the general public has demonstrated increased interest in these areas for both human and animal health. Consequently, veterinary students should receive adequate exposure to the principles, theories, and current knowledge supporting or refuting such techniques. A proposed curriculum guideline would broadly introduce students to the objective evaluation of new veterinary treatments while increasing their preparation for responding to questions about IVM in clinical practice. Such a course should be evidence-based, unbiased, and unaffiliated with any particular CAVM advocacy or training group. All IVM courses require routine updating as new information becomes available. Controversies regarding IVM and CAVM must be addressed within the course and throughout the entire curriculum. Instructional honesty regarding the uncertainties in this emerging field is critical. Increased training of future veterinary professionals in IVM may produce an openness to new ideas that characterizes the scientific method and a willingness to pursue and incorporate evidence-based medicine in clinical practice with all therapies, including those presently regarded as integrative, complementary, or alternative.

  3. Integrative veterinary medical education and consensus guidelines for an integrative veterinary medicine curriculum within veterinary colleges

    PubMed Central

    Memon, M.A.; Shmalberg, J.; Adair, H.S.; Allweiler, S.; Bryan, J.N.; Cantwell, S.; Carr, E.; Chrisman, C.; Egger, C.M.; Greene, S.; Haussler, K.K.; Hershey, B.; Holyoak, G.R.; Johnson, M.; Jeune, S. Le; Looney, A.; McConnico, R.S.; Medina, C.; Morton, A.J.; Munsterman, A.; Nie, G.J.; Park, N.; Parsons-Doherty, M.; Perdrizet, J.A.; Peyton, J.L.; Raditic, D.; Ramirez, H.P.; Saik, J.; Robertson, S.; Sleeper, M.; Dyke, J. Van; Wakshlag, J.

    2016-01-01

    Integrative veterinary medicine (IVM) describes the combination of complementary and alternative therapies with conventional care and is guided by the best available evidence. Veterinarians frequently encounter questions about complementary and alternative veterinary medicine (CAVM) in practice, and the general public has demonstrated increased interest in these areas for both human and animal health. Consequently, veterinary students should receive adequate exposure to the principles, theories, and current knowledge supporting or refuting such techniques. A proposed curriculum guideline would broadly introduce students to the objective evaluation of new veterinary treatments while increasing their preparation for responding to questions about IVM in clinical practice. Such a course should be evidence-based, unbiased, and unaffiliated with any particular CAVM advocacy or training group. All IVM courses require routine updating as new information becomes available. Controversies regarding IVM and CAVM must be addressed within the course and throughout the entire curriculum. Instructional honesty regarding the uncertainties in this emerging field is critical. Increased training of future veterinary professionals in IVM may produce an openness to new ideas that characterizes the scientific method and a willingness to pursue and incorporate evidence-based medicine in clinical practice with all therapies, including those presently regarded as integrative, complementary, or alternative. PMID:27200270

  4. Defining a core curriculum for education scholarship fellowships in emergency medicine.

    PubMed

    Coates, Wendy C; Lin, Michelle; Clarke, Samuel; Jordan, Jaime; Guth, Todd; Santen, Sally A; Yarris, Lalena M

    2012-12-01

    A trained cadre of medical education scholars with a focus on methodologically sound research techniques is needed to ensure development of innovations that can be translated to educational practice, rigorous evaluation of instructional strategies, and progress toward improving patient care outcomes. Most established educational programs are aimed at existing faculty members and focus primarily on the development of teaching and leadership skills. At the 2012 Academic Emergency Medicine (AEM) consensus conference, "Education Research in Emergency Medicine: Opportunities, Challenges, and Strategies for Success," a breakout session was convened to develop training recommendations for postgraduate fellowship programs in medical education scholarship that would enable residency graduates to join academic faculties armed with the skills needed to perform research in medical education. Additionally, these graduates would enjoy the benefits of established mentorships. A group of 23 medical education experts collaborated to address the following objectives: 1) construct a formal needs assessment for fellowship training in medical education scholarship in emergency medicine (EM), 2) compare and contrast current education scholarship programs in both EM and non-EM specialties, and 3) develop a set of core curriculum guidelines for specialized fellowship training in medical education scholarship in EM. Fellowship-trained faculty need to be proficient in learner instruction and assessment, organizational leadership, curriculum development, educational methodology, and conducting generalizable hypothesis-driven research to improve patient care.

  5. The Maps in Medicine program: An evaluation of the development and implementation of life sciences curriculum

    NASA Astrophysics Data System (ADS)

    O'Malley, Jennifer

    There has been a downward trend in both science proficiency and interest in science in the United States, especially among minority students and students of a disadvantaged background. This has led to a downturn in the number of individuals within these groups considering a career in the sciences or a related field. Studies have identified many potential causes for this problem including the current structure of science curriculum, lack of teacher preparedness, and the lack of quality education and support for those students currently underrepresented in the sciences. Among the solutions to this problem include redesigning the science curriculum, offering high-quality professional development opportunities to teachers, and creating programs to give support to individuals currently underrepresented in the sciences, so that they may have a better chance of pursuing and obtaining a science career. The Maps in Medicine program (MiM) has been designed to incorporate all of the aforementioned solutions and apply them to the current science education problem. The Maps in Medicine (MiM) program was established at the University of Missouri -- Columbia, and is funded by the Howard Hughes Medical Institute. Newly developed MiM curricula and student activities are intended to promote positive attitude changes in those students who are currently underrepresented in Science, Technology, Engineering and Mathematics (STEM) fields, with the program also providing professional development to high school science teachers. It was important to determine if the MiM program's solution to the science education problem has been successful, and so the program evaluation piece was integral. A mixed-methods approach was used to evaluate the MiM program. Formative evaluation results indicated a positive response from teachers and students regarding curriculum and professional development, and student activities. These results have also lead to the identification of appropriate improvements

  6. Curriculum.

    ERIC Educational Resources Information Center

    Hiatt, Evelyn Levsky, Ed.; Covington, Jeanette, Ed.

    1991-01-01

    This document is a "theme" issue of a quarterly serial publication. It focuses on curriculum development for gifted students. A list of 13 principles of a differentiated curriculum for gifted/talented students precedes the articles. The first article, "Developing Curriculum for Gifted/Talented" by Jim Coffey, offers a philosophical rationale for a…

  7. Public Health and Preventive Medicine Meet Integrative Health: Applications of Competency Mapping to Curriculum Education at the University of Michigan.

    PubMed

    Wells, Eden V; Benn, Rita K; Warber, Sara L

    2015-11-01

    The University of Michigan School of Public Health Preventive Medicine Residency (UMSPH PMR) Integrative Medicine Program (IMP) was developed to incorporate integrative medicine (IM), public health, and preventive medicine principles into a comprehensive curriculum for preventive medicine residents and faculty. The objectives of this project were to (1) increase the preventive medicine workforce skill sets based in complementary and alternative medicine and IM that would address individual and population health issues; (2) address the increasing demand for evidence-based IM by training physicians to implement cost-effective primary and secondary prevention services and programs; and (3) share lessons learned, curriculum evaluations, and best practices with the larger cohort of funded IM PMR programs. The UMSPH PMR collaborated with University of Michigan IM faculty to incorporate existing IM competencies with those already established for preventive medicine and public health residency training as the first critical step for IMP curriculum integration. Essential teaching strategies incorporated didactic and practicum methods, and made use of seasoned IM faculty, along with newly minted preventive medicine integrative teaching faculty, and PMR resident learners as IM teachers. The major components of the IMP curriculum included resident participation in IMP Orientation Sessions, resident leadership in epidemiology graduate IM seminars, resident rotations in IM month-long clinical practicums, resident participation in interprofessional health system-wide IM clinical case conferences, and PMR faculty enrollment in the renowned Faculty Scholars Program in Integrative Healthcare. This paper describes the novel interdisciplinary collaborations and key curriculum components that resulted in the IMP, as well as evaluation of strengths, weaknesses, and lessons learned.

  8. Implementation of a hypertext-based curriculum for emergency medicine on the World Wide Web.

    PubMed

    Savitt, D L; Steele, D W

    1997-12-01

    This project reports the publication of a variety of existing curricular resources for emergency medicine on the global Internet in a format that allows hypertext links between related material, timely updates, and end-user feedback. Curricular elements were converted to Hypertext Markup Language with extensive links between related content. The completed document contains instructions for curriculum development, specific curricula for subspecialty areas within a residency, reading lists for subspecialty curricula, banks of images, and board-type questions with answers. Users are provided with a mechanism to provide immediate feedback to section editors with suggestions for changes, including new references. Access to all or part of the document can be controlled via passwords, but is potentially available to anyone with an Internet connection and a World Wide Web browser. The document may by viewed on the World Wide Web at: http:@www.brown.edu@Administration@emergency_Medicine@ curr.html.

  9. The business of emergency medicine: a nonclinical curriculum proposal for emergency medicine residency programs.

    PubMed

    Falvo, Thomas; McKniff, Sueanne; Smolin, Gregory; Vega, David; Amsterdam, James T

    2009-09-01

    Over the course of their postgraduate medical education, physicians are expected not only to acquire an extensive knowledge of clinical medicine and sound procedural skills, but also to develop competence in their other professional roles as communicator, collaborator, mediator, manager, teacher, and patient advocate. Although the need for physicians to develop stronger service delivery skills is well recognized, residency programs may underemphasize formal training in nonclinical proficiencies. As a result, graduates can begin their professional careers with an incomplete understanding of the operation of health care systems and how to utilize system resources in the manner best suited to their patients' needs. This article proposes the content, educational strategy, and needs assessment for an academic program entitled The Business of Emergency Medicine (BOEM). Developed as an adjunct to the (predominantly) clinical content of traditional emergency medicine (EM) training programs, BOEM is designed to enhance the existing academic curricula with additional learning opportunities by which EM residents can acquire a fundamental understanding of the nonclinical skills of their specialty.

  10. Alcohol and Drug Abuse Curriculum Guides for Pediatrics Faculty: Health Professions Education Curriculum Resources Series, Medicine 4.

    ERIC Educational Resources Information Center

    Milman, Doris H.; And Others

    This document provides two separate curriculum guides for pediatrics faculty to use in teaching medical students. The first section contains the alcohol abuse curriculum guide; the second section contains the drug abuse curriculum guide. The drug abuse guide concentrates on cannabis as a paradigm for all nonalcoholic drugs of abuse. Each guide…

  11. A Day in the Life at DaVita Academy

    ERIC Educational Resources Information Center

    Weinstein, Margery

    2010-01-01

    When a company name means "giving life," the bar for learning and development programs is held high. In this article, the author describes what it takes to graduate from DaVita Academy, the soft skills training program dialysis services company DaVita offers all its employees. DaVita's chief executive officer, Kent Thiry, states that the Academy…

  12. Integration of genomic medicine into pathology residency training: the stanford open curriculum.

    PubMed

    Schrijver, Iris; Natkunam, Yasodha; Galli, Stephen; Boyd, Scott D

    2013-03-01

    Next-generation sequencing methods provide an opportunity for molecular pathology laboratories to perform genomic testing that is far more comprehensive than single-gene analyses. Genome-based test results are expected to develop into an integral component of diagnostic clinical medicine and to provide the basis for individually tailored health care. To achieve these goals, rigorous interpretation of high-quality data must be informed by the medical history and the phenotype of the patient. The discipline of pathology is well positioned to implement genome-based testing and to interpret its results, but new knowledge and skills must be included in the training of pathologists to develop expertise in this area. Pathology residents should be trained in emerging technologies to integrate genomic test results appropriately with more traditional testing, to accelerate clinical studies using genomic data, and to help develop appropriate standards of data quality and evidence-based interpretation of these test results. We have created a genomic pathology curriculum as a first step in helping pathology residents build a foundation for the understanding of genomic medicine and its implications for clinical practice. This curriculum is freely accessible online.

  13. 7 CFR 3402.15 - Faculty vitae.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 7 Agriculture 15 2010-01-01 2010-01-01 false Faculty vitae. 3402.15 Section 3402.15 Agriculture Regulations of the Department of Agriculture (Continued) COOPERATIVE STATE RESEARCH, EDUCATION, AND EXTENSION SERVICE, DEPARTMENT OF AGRICULTURE FOOD AND AGRICULTURAL SCIENCES NATIONAL NEEDS GRADUATE AND...

  14. 7 CFR 3402.15 - Faculty vitae.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... 7 Agriculture 15 2011-01-01 2011-01-01 false Faculty vitae. 3402.15 Section 3402.15 Agriculture Regulations of the Department of Agriculture (Continued) NATIONAL INSTITUTE OF FOOD AND AGRICULTURE FOOD AND AGRICULTURAL SCIENCES NATIONAL NEEDS GRADUATE AND POSTGRADUATE FELLOWSHIP GRANTS PROGRAM Preparation of...

  15. PHP-HT (VitaResc Biotech).

    PubMed

    Baldwin, A; Wiley, E

    2001-04-01

    VitaResc (formerly Apex) is developing PHP-HT, pyridoxalated hemoglobin polyoxyethylene conjugate, for the potential treatment of nitric oxide-induced shock (characterized by hypotension), associated with various etiologies, initially in septic shock. A phase I safety study and an initial phase I/II patient trial for NO-induced shock have been completed, and VitaResc has enrolled patients in three of five planned cohorts in a continuation of these trials to include a protocol of continuous infusion and dose escalation [330680,349187,390918]. The results from the dose escalation trials are expected to provide the basis for a randomized, controlled phase II/III pivotal trial of PHP-HT [390918]. VitaResc has licensed PHP-HT exclusively from Ajinomoto for all indications, worldwide, except Japan [275263]. Ajinomoto originally developed the human derived and chemically modified hemoglobin preparation as a blood substitute, but no development has been reported by the company since 1997 [275277,303577]. The other potential indications of PHP-HT include shock associated with burns, pancreatitis, hemodialysis and cytokine therapies [275277]. VitaResc expects the annual market potential of PHP-HT to exceed 1 billion dollars [330680].

  16. 7 CFR 3402.15 - Faculty vitae.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... 7 Agriculture 15 2014-01-01 2014-01-01 false Faculty vitae. 3402.15 Section 3402.15 Agriculture Regulations of the Department of Agriculture (Continued) NATIONAL INSTITUTE OF FOOD AND AGRICULTURE FOOD AND AGRICULTURAL SCIENCES NATIONAL NEEDS GRADUATE AND POSTGRADUATE FELLOWSHIP GRANTS PROGRAM Preparation of...

  17. 7 CFR 3402.15 - Faculty vitae.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... 7 Agriculture 15 2012-01-01 2012-01-01 false Faculty vitae. 3402.15 Section 3402.15 Agriculture Regulations of the Department of Agriculture (Continued) NATIONAL INSTITUTE OF FOOD AND AGRICULTURE FOOD AND AGRICULTURAL SCIENCES NATIONAL NEEDS GRADUATE AND POSTGRADUATE FELLOWSHIP GRANTS PROGRAM Preparation of...

  18. 7 CFR 3402.15 - Faculty vitae.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... 7 Agriculture 15 2013-01-01 2013-01-01 false Faculty vitae. 3402.15 Section 3402.15 Agriculture Regulations of the Department of Agriculture (Continued) NATIONAL INSTITUTE OF FOOD AND AGRICULTURE FOOD AND AGRICULTURAL SCIENCES NATIONAL NEEDS GRADUATE AND POSTGRADUATE FELLOWSHIP GRANTS PROGRAM Preparation of...

  19. The undergraduate curriculum of Faculty of Medicine and Health Sciences, Universiti Malaysia Sarawak in terms of Harden's 10 questions.

    PubMed

    Malik, Alam Sher; Malik, Rukhsana Hussain

    2002-11-01

    The curriculum of the Faculty of Medicine and Health Sciences (FMHS) is designed particularly to cater for the health needs of the State of Sarawak, Malaysia. The framework of the curriculum is built on four strands: biological knowledge, clinical skills, behavioural and population aspects. The training is community based and a graduate of FMHS is expected to possess the ability to deal with many ethnic groups with different cultures and beliefs; expertise in tropical infectious diseases; skills to deal with emergencies such as snakebite and near drowning; qualities of an administrator, problem-solver and community leader; and proficiency in information and communication technology. The content of the curriculum strives for commitment to lifelong learning and professional values. The FMHS has adopted a 'mixed economy' of education strategies and a 'mixed menu approach' to test a wide range of curriculum outcomes. The FMHS fosters intellectual and academic pursuits, encourages friendliness and a sense of social responsibility and businesslike efficiency.

  20. Determination of clinically relevant content for a musculoskeletal anatomy curriculum for physical medicine and rehabilitation residents.

    PubMed

    Lisk, Kristina; Flannery, John F; Loh, Eldon Y; Richardson, Denyse; Agur, Anne M R; Woods, Nicole N

    2014-01-01

    To address the need for more clinical anatomy training in residency education, many postgraduate programs have implemented structured anatomy courses into their curriculum. Consensus often does not exist on specific content and level of detail of the content that should be included in such curricula. This article describes the use of the Delphi method to identify clinically relevant content to incorporate in a musculoskeletal anatomy curriculum for Physical Medicine and Rehabilitation (PM&R) residents. A two round modified Delphi involving PM&R experts was used to establish the curricular content. The anatomical structures and clinical conditions presented to the expert group were compiled using multiple sources: clinical musculoskeletal anatomy cases from the PM&R residency program at the University of Toronto; consultation with PM&R experts; and textbooks. In each round, experts rated the importance of each curricular item to PM&R residency education using a five-point Likert scale. Internal consistency (Cronbach's alpha) was used to determine consensus at the end of each round and agreement scores were used as an outcome measure to determine the content to include in the curriculum. The overall internal consistency in both rounds was 0.99. A total of 37 physiatrists from across Canada participated and the overall response rate over two rounds was 97%. The initial curricular list consisted of 361 items. After the second iteration, the list was reduced by 44%. By using a national consensus method we were able to objectively determine the relevant anatomical structures and clinical musculoskeletal conditions important in daily PM&R practice.

  1. [From stand-alone solution to longitudinal communication curriculum--development and implementation at the Faculty of Medicine in Heidelberg].

    PubMed

    Sator, Marlene; Jünger, Jana

    2015-05-01

    At the Faculty of Medicine in Heidelberg, implementation of an interdisciplinary longitudinal curriculum was started in 2001 with the goal of achieving sustained promotion of communicative and clinical competences. The aim of this paper is to describe the development and implementation of Heidelberg's longitudinal communication curriculum. Furthermore, innovative aspects and strategies are discussed. The methodological approaches for development and implementation were Kern's "Six-step Approach" and a SWOT analysis. The process resulted in an innovative communication curriculum that starts with an integrated curriculum for developing clinical and communicative competence in the pre-clinical phase and continues in the clinical phase with medical communication and interactive training. Satisfaction with the communication curriculum and its effectiveness were rated highly by students. Residents who had graduated from Faculty of Medicine in Heidelberg rated the extent to which they had communicative competencies at the time of their graduation at their disposal significantly higher than residents who had graduated from the other 4 medical faculties in Baden-Württemberg. The experiences gained in Heidelberg can be applied by other faculties.

  2. Ten Tips for Engaging the Millennial Learner and Moving an Emergency Medicine Residency Curriculum into the 21st Century

    PubMed Central

    Toohey, Shannon L.; Wray, Alisa; Wiechmann, Warren; Lin, Michelle; Boysen-Osborn, Megan

    2016-01-01

    Introduction Millennial learners are changing the face of residency education because they place emphasis on technology with new styles and means of learning. While research on the most effective way to teach the millennial learner is lacking, programs should consider incorporating educational theories and multimedia design principles to update the curriculum for these new learners. The purpose of the study is to discuss strategies for updating an emergency medicine (EM) residency program’s curriculum to accommodate the modern learner. Discussion These 10 tips provide detailed examples and approaches to incorporate technology and learning theories into an EM curriculum to potentially enhance learning and engagement by residents. Conclusion While it is unclear whether technologies actually promote or enhance learning, millennials use these technologies. Identifying best practice, grounded by theory and active learning principles, may help learners receive quality, high-yield education. Future studies will need to evaluate the efficacy of these techniques to fully delineate best practices. PMID:27330668

  3. Creation and Assessment of a Bad News Delivery Simulation Curriculum for Pediatric Emergency Medicine Fellows

    PubMed Central

    Rees, Chris A; Chumpitazi, Bruno P; Hsu, Deborah C; Doughty, Cara B; Lorin, Martin I

    2016-01-01

    Background  Bad news in the context of health care has been broadly defined as significant information that negatively alters people’s perceptions of the present or future. Effectively delivering bad news (DBN) in the setting of the emergency department requires excellent communication skills. Evidence shows that bad news is frequently given inadequately. Studies show that trainees need to devote more time to developing this skill through formalized training. This program’s objectives were to utilize trained standardized patients in a simulation setting to assist pediatric emergency medicine (PEM) fellows in the development of effective, sensitive, and compassionate communication with patients and family members when conveying bad news, and to recognize and respond to the patient/parent’s reaction to such news. Methods PEM fellows participated in a novel curriculum utilizing simulated patients (SPs) acting as the patient’s parent and immersive techniques in a realistic and supportive environment. A baseline survey was conducted to ascertain participant demographics and previous experience with simulation and DBN. Experienced, multi-disciplinary faculty participated in a training workshop with the SPs one week prior to course delivery. Three scenarios were developed for bad news delivery. Instructors watched via remote video feed while the fellows individually interacted with the SPs and then participated in a confidential debriefing. Fellows later joined for group debriefing. Fellow characteristics, experience, and self-perceived comfort pre/post-course were collected.   Results Baseline data demonstrated that 78% of fellows reported DBN two or more times per month. Ninety-three percent of fellows in this study were present during the delivery of news about the death of a child to a parent or family member in the six-month period preceding this course. Fellows’ self-reported comfort level in DBN to a patient/family and dealing with patient and parent

  4. Creation and Assessment of a Bad News Delivery Simulation Curriculum for Pediatric Emergency Medicine Fellows.

    PubMed

    Chumpitazi, Corrie E; Rees, Chris A; Chumpitazi, Bruno P; Hsu, Deborah C; Doughty, Cara B; Lorin, Martin I

    2016-05-01

    Background  Bad news in the context of health care has been broadly defined as significant information that negatively alters people's perceptions of the present or future. Effectively delivering bad news (DBN) in the setting of the emergency department requires excellent communication skills. Evidence shows that bad news is frequently given inadequately. Studies show that trainees need to devote more time to developing this skill through formalized training. This program's objectives were to utilize trained standardized patients in a simulation setting to assist pediatric emergency medicine (PEM) fellows in the development of effective, sensitive, and compassionate communication with patients and family members when conveying bad news, and to recognize and respond to the patient/parent's reaction to such news. Methods PEM fellows participated in a novel curriculum utilizing simulated patients (SPs) acting as the patient's parent and immersive techniques in a realistic and supportive environment. A baseline survey was conducted to ascertain participant demographics and previous experience with simulation and DBN. Experienced, multi-disciplinary faculty participated in a training workshop with the SPs one week prior to course delivery. Three scenarios were developed for bad news delivery. Instructors watched via remote video feed while the fellows individually interacted with the SPs and then participated in a confidential debriefing. Fellows later joined for group debriefing. Fellow characteristics, experience, and self-perceived comfort pre/post-course were collected.   Results Baseline data demonstrated that 78% of fellows reported DBN two or more times per month. Ninety-three percent of fellows in this study were present during the delivery of news about the death of a child to a parent or family member in the six-month period preceding this course. Fellows' self-reported comfort level in DBN to a patient/family and dealing with patient and parent emotions

  5. How we implemented a resident-led medical simulation curriculum in a large internal medicine residency program.

    PubMed

    Mathai, Susan K; Miloslavsky, Eli M; Contreras-Valdes, Fernando M; Milosh-Zinkus, Tanya; Hayden, Emily M; Gordon, James A; Currier, Paul F

    2014-04-01

    Mannequin-based simulation in graduate medical education has gained widespread acceptance. Its use in non-procedural training within internal medicine (IM) remains scant, possibly due to the logistical barriers to implementation of simulation curricula in large residency programs. We report the Massachusetts General Hospital Department of Medicine's scale-up of a voluntary pilot program to a mandatory longitudinal simulation curriculum in a large IM residency program (n = 54). We utilized an eight-case curriculum implemented over the first four months of the academic year. An intensive care unit curriculum was piloted in the spring. In order to administer a comprehensive curriculum in a large residency program where faculty resources are limited, thirty second-year and third-year residents served as session facilitators and two senior residents served as chairpersons of the program. Post-session anonymous survey revealed high learner satisfaction scores for the mandatory program, similar to those of the voluntary pilot program. Most interns believed the sessions should continue to be mandatory. Utilizing residents as volunteer facilitators and program leaders allowed the implementation of a well-received mandatory simulation program in a large IM residency program and facilitated program sustainability.

  6. A curriculum vitae of teeth: evolution, generation, regeneration.

    PubMed

    Koussoulakou, Despina S; Margaritis, Lukas H; Koussoulakos, Stauros L

    2009-01-01

    The ancestor of recent vertebrate teeth was a tooth-like structure on the outer body surface of jawless fishes. Over the course of 500,000,000 years of evolution, many of those structures migrated into the mouth cavity. In addition, the total number of teeth per dentition generally decreased and teeth morphological complexity increased. Teeth form mainly on the jaws within the mouth cavity through mutual, delicate interactions between dental epithelium and oral ectomesenchyme. These interactions involve spatially restricted expression of several, teeth-related genes and the secretion of various transcription and signaling factors. Congenital disturbances in tooth formation, acquired dental diseases and odontogenic tumors affect millions of people and rank human oral pathology as the second most frequent clinical problem. On the basis of substantial experimental evidence and advances in bioengineering, many scientists strongly believe that a deep knowledge of the evolutionary relationships and the cellular and molecular mechanisms regulating the morphogenesis of a given tooth in its natural position, in vivo, will be useful in the near future to prevent and treat teeth pathologies and malformations and for in vitro and in vivo teeth tissue regeneration.

  7. Effectiveness of resident as teacher curriculum in preparing emergency medicine residents for their teaching role

    PubMed Central

    HOSEIN NEJAD, HOOMAN; BAGHERABADI, MEHDI; SISTANI, ALIREZA; DARGAHI, HELEN

    2017-01-01

    Introduction: Over the past 30 years, recognizing the need and importance of training residents in teaching skills has resulted in several resident-as-teacher programs. The purpose of this study was to explore the impact of this teaching initiative and investigate the improvement in residents’ teaching skills through evaluating their satisfaction and perceived effectiveness as well as assessing medical students’ perception of the residents’ teaching quality. Methods: This research is a quasi-experimental study with pre- and post-tests, continuing from Dec 2010 to May 2011 in Imam Hospital, Tehran University of Medical Sciences. In this survey, Emergency Medicine Residents (n=32) participated in an 8-hour workshop. The program evaluation was performed based on Kirkpatrick’s model by evaluation of residents in two aspects: self-assessment and evaluation by interns who were trained by these residents. Content validity of the questionnaires was judged by experts and reliability was carried out by test re-test. The questionnaires were completed before and after the intervention. Paired sample t-test was applied to analyze the effect of RAT curriculum and workshop on the improvement of residents’ teaching skills based on their self-evaluation and Mann-Whitney U test was used to identify significant differences between the two evaluator groups before and after the workshop. Results: The results indicated that residents’ attitude towards their teaching ability was improved significantly after participating in the workshop (p<0.001). The result of residents’ evaluation by interns showed no significant difference before and after the workshop (p=0.07). Conclusion: On the whole, the educational workshop for Residents as Teacher for emergency medicine residents resulted in favorable outcomes in the second evaluated level of Kirkpatrick’s model, i.e. it showed measurable positive changes in the self-assessments of medical residents about different aspects of

  8. Communication skills curriculum for foreign medical graduates in an internal medicine residency program.

    PubMed

    Ramaswamy, Ravishankar; Williams, Alicia; Clark, Elizabeth M; Kelley, Amy S

    2014-11-01

    Effective communication is an important aspect of caring for the elderly, who are more likely to have multimorbidity, limited health literacy, and psychosocial barriers to care. About half of Internal Medicine (IM) trainees in the United States are foreign medical graduates, and may not have been exposed to prior communication skills education. This novel communication skills curriculum for IM interns aimed to increase trainees' confidence and use of specific communication tools with older adults, particularly in delivering bad news and conducting family meetings. The workshop consisted of two interactive sessions in a small group with two learners and one or two facilitators, during the 4-week geriatrics block in IM internship training year. Twenty-three IM interns at an urban Veterans Affairs Medical Center were surveyed at the beginning and at the end of the 4-week block and 3 months after completion of the workshop about their knowledge, confidence, and skill in communication and asked about challenges to effective communication with older adults. The primary outcome measure was change in self-reported confidence and behavior in communication at 4 weeks. On a 4-point Likert scale, there was average improvement of 0.70 in self-reported confidence in communication, which was sustained 3 months after completion of the workshop. Participants reported several patient, physician, and system barriers to effective communication. Communication skills education in a small-group setting and the opportunity for repeated practice and self-reflection resulted in a sustained increase in overall confidence in IM interns in communication with older adults and may help overcome certain patient- and physician-specific communication barriers.

  9. From the community to the classroom: the Aboriginal health curriculum at the Northern Ontario School of Medicine.

    PubMed

    Jacklin, Kristen; Strasser, Roger; Peltier, Ian

    2014-01-01

    More undergraduate medical education programs are including curricula concerning the health, culture and history of Aboriginal people. This is in response to growing international recognition of the large divide in health status between Aboriginal and non-Aboriginal people, and the role medical education may play in achieving health equity. In this paper, we describe the development and delivery of the Aboriginal health curriculum at the Northern Ontario School of Medicine (NOSM). We describe a process for curriculum development and delivery, which includes ongoing engagement with Aboriginal communities as well as faculty expertise. Aboriginal health is delivered as a core curriculum, and learning is evaluated in summative assessments. Aboriginal health objectives are present in 4 of 5 required courses, primarily in years 1 and 2. Students attend a required 4-week Aboriginal cultural immersion placement at the end of year 1. Resources of Aboriginal knowledge are integrated into learning. In this paper, we reflect on the key challenges encountered in the development and delivery of the Aboriginal health curriculum. These include differences in Aboriginal and non-Aboriginal knowledge; risk of reinforcing stereotypes in case presentations; negotiation of curricular time; and faculty readiness and development. An organizational commitment to social accountability and the resulting community engagement model have been instrumental in creating a robust, sustainable program in Aboriginal health at NOSM.

  10. Innovation in veterinary medical education: the concept of 'One World, One Health' in the curriculum of the Faculty of Veterinary Medicine at the University of Calgary.

    PubMed

    Cribb, A; Buntain, B

    2009-08-01

    'One World, One Health' is a foundation concept in veterinary medicine, much like comparative medicine. However, teachers of veterinary medicine often fail to identify it or speak of its importance within the veterinary curriculum. The resurgence of interest in the 'One World, One Health' concept aligns well with the underlying principles on which the University of Calgary Faculty of Veterinary Medicine (UCVM) has been newly founded. This concept is therefore a key component of the UCVM programme, and one that is well highlighted for those studying in the Doctor of Veterinary Medicine (DVM) course and graduate students.

  11. Special series on "The meaning of behavioral medicine in the psychosomatic field" establishment of a core curriculum for behavioral science in Japan: The importance of such a curriculum from the perspective of psychology.

    PubMed

    Shimazu, Akihito; Nakao, Mutsuhiro

    2016-01-01

    This article discusses the core curriculum for behavioral science, from the perspective of psychology, recommended by the Japanese Society of Behavioral Medicine and seeks to explain how the curriculum can be effectively implemented in medical and health-related departments. First, the content of the core curriculum is reviewed from the perspective of psychology. We show that the curriculum features both basic and applied components and that the basic components are closely related to various aspects of psychology. Next, we emphasize two points to aid the effective delivery of the curriculum: 1) It is necessary to explain the purpose and significance of basic components of behavioral science to improve student motivation; and 2) it is important to encourage student self-efficacy to facilitate application of the acquired knowledge and skills in clinical practice.

  12. Use of WONCA global standards to evaluate family medicine postgraduate education for curriculum development and review in Nepal and Myanmar.

    PubMed

    Gibson, Christine; Ladak, Farah; Shrestha, Ashis; Yadav, Bharat; Thu, Kyaw; Aye, Tin

    2016-09-01

    Family medicine is an integral part of primary care within health systems. Globally, training programmes exhibit a great degree of variability in content and skill acquisition. While this may in part reflect the needs of a given setting, there exists standard criteria that all family medicine programmes should consider core activities. WONCA has provided an open-access list of standards that their expert community considers essential for family medicine (GP) post-graduate training. Evaluation of developing or existing training programmes using these standards can provide insight into the degree of variability, gaps within programmes and equally as important, gaps within recommendations. In collaboration with the host institution, two family medicine programmes in Nepal and Myanmar were evaluated based on WONCA global standards. The results of the evaluation demonstrated that such a process can allow for critical review of curriculum in various stages of development and evaluation. The implications of reviewing training programmes according to WONCA standards can lead to enhanced training world-wide and standardisation of training for post-graduate family medicine.

  13. Visual Interpretation with Three-Dimensional Annotations (VITA): three-dimensional image interpretation tool for radiological reporting.

    PubMed

    Roy, Sharmili; Brown, Michael S; Shih, George L

    2014-02-01

    This paper introduces a software framework called Visual Interpretation with Three-Dimensional Annotations (VITA) that is able to automatically generate three-dimensional (3D) visual summaries based on radiological annotations made during routine exam reporting. VITA summaries are in the form of rotating 3D volumes where radiological annotations are highlighted to place important clinical observations into a 3D context. The rendered volume is produced as a Digital Imaging and Communications in Medicine (DICOM) object and is automatically added to the study for archival in Picture Archiving and Communication System (PACS). In addition, a video summary (e.g., MPEG4) can be generated for sharing with patients and for situations where DICOM viewers are not readily available to referring physicians. The current version of VITA is compatible with ClearCanvas; however, VITA can work with any PACS workstation that has a structured annotation implementation (e.g., Extendible Markup Language, Health Level 7, Annotation and Image Markup) and is able to seamlessly integrate into the existing reporting workflow. In a survey with referring physicians, the vast majority strongly agreed that 3D visual summaries improve the communication of the radiologists' reports and aid communication with patients.

  14. [Benefits of the Curriculum "Social Medicine for the Rehabilitation Team" in Rehabilitation Practise].

    PubMed

    Worringen, U; Hoppe, A; Derra, C; Kalwa, M; Brüggemann, S

    2016-08-01

    The Federal German Pension Insurance in cooperation with professional organisations developed a curriculum for further socio-medical education of psychologists/psychotherapists, occupational therapists, physiotherapists, sports therapists and social workers/social pedagogues involved in medical rehabilitation. This curriculum aims to improve the professional competence of the therapeutic groups named above with regards to their contributions to the socio-medical capacity evaluation and related communication within the rehabilitation team. The curriculum was implemented for the first time in 2013. Using the results of the usibility evaluation the continued education concept was revised and manualised. The manual allows for a wide dissemination of the education concept.

  15. An Evidence-Based Medicine Curriculum Improves General Surgery Residents' Standardized Test Scores in Research and Statistics

    PubMed Central

    Trickey, Amber W.; Crosby, Moira E.; Singh, Monika; Dort, Jonathan M.

    2014-01-01

    Background The application of evidence-based medicine to patient care requires unique skills of the physician. Advancing residents' abilities to accurately evaluate the quality of evidence is built on understanding of fundamental research concepts. The American Board of Surgery In-Training Examination (ABSITE) provides a relevant measure of surgical residents' knowledge of research design and statistics. Objective We implemented a research education curriculum in an independent academic medical center general residency program, and assessed the effect on ABSITE scores. Methods The curriculum consisted of five 1-hour monthly research and statistics lectures. The lectures were presented before the 2012 and 2013 examinations. Forty residents completing ABSITE examinations from 2007 to 2013 were included in the study. Two investigators independently identified research-related item topics from examination summary reports. Correct and incorrect responses were compared precurriculum and postcurriculum. Regression models were calculated to estimate improvement in postcurriculum scores, adjusted for individuals' scores over time and postgraduate year level. Results Residents demonstrated significant improvement in postcurriculum examination scores for research and statistics items. Correct responses increased 27% (P < .001). Residents were 5 times more likely to achieve a perfect score on research and statistics items postcurriculum (P < .001). Conclusions Residents at all levels demonstrated improved research and statistics scores after receiving the curriculum. Because the ABSITE includes a wide spectrum of research topics, sustained improvements suggest a genuine level of understanding that will promote lifelong evaluation and clinical application of the surgical literature. PMID:26140115

  16. Can Social Semantic Web Techniques Foster Collaborative Curriculum Mapping In Medicine?

    PubMed Central

    Finsterer, Sonja; Cremer, Jan; Schenkat, Hennig

    2013-01-01

    Background Curriculum mapping, which is aimed at the systematic realignment of the planned, taught, and learned curriculum, is considered a challenging and ongoing effort in medical education. Second-generation curriculum managing systems foster knowledge management processes including curriculum mapping in order to give comprehensive support to learners, teachers, and administrators. The large quantity of custom-built software in this field indicates a shortcoming of available IT tools and standards. Objective The project reported here aims at the systematic adoption of techniques and standards of the Social Semantic Web to implement collaborative curriculum mapping for a complete medical model curriculum. Methods A semantic MediaWiki (SMW)-based Web application has been introduced as a platform for the elicitation and revision process of the Aachen Catalogue of Learning Objectives (ACLO). The semantic wiki uses a domain model of the curricular context and offers structured (form-based) data entry, multiple views, structured querying, semantic indexing, and commenting for learning objectives (“LOs”). Semantic indexing of learning objectives relies on both a controlled vocabulary of international medical classifications (ICD, MeSH) and a folksonomy maintained by the users. An additional module supporting the global checking of consistency complements the semantic wiki. Statements of the Object Constraint Language define the consistency criteria. We evaluated the application by a scenario-based formative usability study, where the participants solved tasks in the (fictional) context of 7 typical situations and answered a questionnaire containing Likert-scaled items and free-text questions. Results At present, ACLO contains roughly 5350 operational (ie, specific and measurable) objectives acquired during the last 25 months. The wiki-based user interface uses 13 online forms for data entry and 4 online forms for flexible searches of LOs, and all the forms are

  17. Globalizing the Science Curriculum: An Undergraduate Course on Traditional Chinese Medicine as a Complementary Approach to Western Medicine

    ERIC Educational Resources Information Center

    Yuan, Robert; Lin, Yuan

    2008-01-01

    A course has been created to examine the ways in which China and the West have approached human health and medicine. Though fundamentally different, these two systems are complementary in a number of ways. This course is a model for a global science course in an educational initiative that incorporates Asian themes into science and engineering…

  18. Nationwide program of education for undergraduates in the field of disaster medicine: development of a core curriculum centered on blended learning and simulation tools.

    PubMed

    Ingrassia, Pier Luigi; Ragazzoni, Luca; Tengattini, Marco; Carenzo, Luca; Della Corte, Francesco

    2014-10-01

    In recent years, effective models of disaster medicine curricula for medical schools have been established. However, only a small percentage of medical schools worldwide have considered at least basic disaster medicine teaching in their study program. In Italy, disaster medicine has not yet been included in the medical school curriculum. Perceiving the lack of a specific course on disaster medicine, the Segretariato Italiano Studenti in Medicina (SISM) contacted the Centro di Ricerca Interdipartimentale in Medicina di Emergenza e dei Disastri ed Informatica applicata alla didattica e alla pratica Medica (CRIMEDIM) with a proposal for a nationwide program in this field. Seven modules (introduction to disaster medicine, prehospital disaster management, definition of triage, characteristics of hospital disaster plans, treatment of the health consequences of different disasters, psychosocial care, and presentation of past disasters) were developed using an e-learning platform and a 12-hour classroom session which involved problem-based learning (PBL) activities, table-top exercises, and a computerized simulation (Table 1). The modules were designed as a framework for a disaster medicine curriculum for undergraduates and covered the three main disciplines (clinical and psychosocial, public health, and emergency and risk management) of the core of "Disaster Health" according to the World Association for Disaster and Emergency Medicine (WADEM) international guidelines for disaster medicine education. From January 2011 through May 2013, 21 editions of the course were delivered to 21 different medical schools, and 524 students attended the course. The blended approach and the use of simulation tools were appreciated by all participants and successfully increased participants' knowledge of disaster medicine and basic competencies in performing mass-casualty triage. This manuscript reports on the designing process and the initial outcomes with respect to learners

  19. Determination of Clinically Relevant Content for a Musculoskeletal Anatomy Curriculum for Physical Medicine and Rehabilitation Residents

    ERIC Educational Resources Information Center

    Lisk, Kristina; Flannery, John F.; Loh, Eldon Y.; Richardson, Denyse; Agur, Anne M. R.; Woods, Nicole N.

    2014-01-01

    To address the need for more clinical anatomy training in residency education, many postgraduate programs have implemented structured anatomy courses into their curriculum. Consensus often does not exist on specific content and level of detail of the content that should be included in such curricula. This article describes the use of the Delphi…

  20. Evolution of Students' Reasoning Skills on a Two Year Basis in a PBL Curriculum in Medicine.

    ERIC Educational Resources Information Center

    Bedard, Denis; And Others

    A 2-year study at the University of Sherbrooke (Quebec) investigated the changes in six medical students' clinical reasoning processes as they participated in a problem-based learning (PBL) curriculum. In each year, students performed a think-aloud protocol with two medical case problems to solve, one in cardiology and one in urology. In the…

  1. Developing an “Evidence-Based Medicine and Use of the Biomedical Literature” component as a longitudinal theme of an outcomes-based medical school curriculum: year 1

    PubMed Central

    Burrows, Suzetta; Moore, Kelly; Arriaga, Joaquin; Paulaitis, Gediminas; Lemkau, Henry L.

    2003-01-01

    This paper describes the new outcomes-based curriculum at the University of Miami School of Medicine, a model curriculum for the first decade of the twenty-first century. The new curriculum has a strong emphasis on evidence-based medicine (EBM), implemented throughout its four years as a component of one of its longitudinal themes. The “EBM and Use of the Biomedical Literature” component, which begins at orientation, was developed and is implemented by the Louis Calder Memorial Library, the center of EBM focus and activity for the curriculum and other initiatives at the University of Miami/Jackson Memorial Medical Center. The authors are unaware of any published reports of library-centric EBM initiatives as part of a longitudinal theme of a four-year outcomes-based curriculum. Other innovations of the EBM component in the new curriculum to date include use of BlackboardTM and CATmakerTM software programs for self-paced, interactive educational opportunities. PMID:12568156

  2. Curriculum Development of a Research Laboratory Methodology Course for Complementary and Integrative Medicine Students

    PubMed Central

    Vasilevsky, Nicole; Schafer, Morgan; Tibbitts, Deanne; Wright, Kirsten; Zwickey, Heather

    2015-01-01

    Training in fundamental laboratory methodologies is valuable to medical students because it enables them to understand the published literature, critically evaluate clinical studies, and make informed decisions regarding patient care. It also prepares them for research opportunities that may complement their medical practice. The National College of Natural Medicine's (NCNM) Master of Science in Integrative Medicine Research (MSiMR) program has developed an Introduction to Laboratory Methods course. The objective of the course it to train clinical students how to perform basic laboratory skills, analyze and manage data, and judiciously assess biomedical studies. Here we describe the course development and implementation as it applies to complementary and integrative medicine students. PMID:26500806

  3. The revised 'Early Learning in Medicine' curriculum at the University of Otago--focusing on students, patients, and community.

    PubMed

    Perez, David; Rudland, Joy R; Wilson, Hamish; Roberton, Gayle; Gerrard, David; Wheatley, Antony

    2009-04-03

    This article describes recent changes to years 2 and 3 of undergraduate medical education at the University of Otago, now termed 'Early Learning in Medicine'. These changes focus on learning that is contextually relevant, student centred, horizontally and vertically integrated, and community based. Three new programmes have been introduced to the course; Integrated Cases, Clinical Skills, and Healthcare in the Community. Innovative teaching and learning activities have been implemented to prepare students for a greater level of interaction with patients, carers, health professionals, and community organisations. This curriculum also aims to increase the relevance of their theoretical learning within and across years, and foster an early appreciation of professional responsibilities. Challenges to facilitating this direction are described and framed by an evolutionary approach that builds upon the strong features of the previous course.

  4. Facilitating the transition to practice: a weekend retreat curriculum for business-of-medicine education of United States anesthesiology residents.

    PubMed

    Holak, Elena J; Kaslow, Olga; Pagel, Paul S

    2010-10-01

    Anesthesiology residents in the United States (US) not only must develop the clinical skills needed to provide independent patient care, but also are required to become familiar with the business aspects of the modern health care system. Unfortunately, practice management education may be inadequate during anesthesiology residency training. The authors describe the design and implementation of a weekend retreat curriculum in business-of-medicine education for anesthesiology residents. Experts were recruited to discuss interviewing skills, contract law and negotiation, billing and reimbursement, insurance, malpractice, and financial planning. A strict lecture didactic format was avoided, and presentations were designed to encourage speaker-audience interaction. The program was relatively simple to design and implement, satisfied several Accreditation Council of Graduate Medical Education core competencies for US anesthesiology education, may be altered as practice management evolves, and may be adapted to accommodate the needs of programs in other countries.

  5. Chaplains on the Medical Team: A Qualitative Analysis of an Interprofessional Curriculum for Internal Medicine Residents and Chaplain Interns.

    PubMed

    Hemming, Patrick; Teague, Paula J; Crowe, Thomas; Levine, Rachel

    2016-04-01

    Improved collaboration between physicians and chaplains has the potential to improve patient experiences. To better understand the benefits and challenges of learning together, the authors conducted several focus groups with participants in an interprofessional curriculum that partnered internal medicine residents with chaplain interns in the clinical setting. The authors derived four major qualitative themes from the transcripts: (1) physician learners became aware of effective communication skills for addressing spirituality. (2) Chaplain interns enhanced the delivery of team-based patient-centered care. (3) Chaplains were seen as a source of emotional support to the medical team. (4) The partnership has three keys to success: adequate introductions for team members, clear expectations for participants, and opportunities for feedback. The themes presented indicate several benefits of pairing physicians and chaplains in the setting of direct patient care and suggest that this is an effective approach to incorporating spirituality in medical training.

  6. Acquiring evidence-based medicine and research skills in the undergraduate medical curriculum: three different didactical formats compared.

    PubMed

    Zee, M; de Boer, M; Jaarsma, A D C

    2014-11-01

    Medical schools have recently witnessed a call for authentic research activities that equip students with the skills required for evidence-based medicine (EBM) and research. Because it is not always possible to make such activities available as a part of the curriculum, evaluating the effectiveness of the various choices of traditional and authentic EBM and research skills courses is essential. This study's purpose was to evaluate students' perceived EBM and research skill acquisition in three different courses in a Dutch medical school. Self-reported surveys were conducted among 163 Dutch medical undergraduates who participated in an undergraduate research project, a basic EBM skills elective, or a traditional lecture-based skills course. MANCOVA was employed to test for group differences in perceived skill acquisition. Students who finished their research project perceived themselves as more experienced in writing and information retrieval skills than students who participated in the lecture-based course or basic skills elective. Students in the lecture-based course identified themselves as being the most experienced in critical judgment. No group differences were found for overall gains. Authentic research activities may have benefits over traditional lecture-based courses in the undergraduate medical curriculum, especially in terms of equipping students with writing and information retrieval skills.

  7. An evaluation of the elements of internal medicine physiopathology curriculum in general practice based on the perspectives of faculty members of Shiraz University of Medical Sciences

    PubMed Central

    ESLAMI, JAMSHID; KHADEMI, MOHSEN

    2015-01-01

    Introduction An evaluation of the curriculum elements can be recognized as a necessity in curriculum dynamic and improvement. This study aimed at evaluating five main elements of a physiopathology curriculum in internal medicine (objectives, content, methods, evaluation, and management). Method The present study is of a descriptive-analytical type, and the studypopulation consisted of a total of 48 faculty members of internal medicine physiopathology departmentat Shiraz University of Medical Sciences. Participants wereselected using Cochran’s sample size formula andthrough simple random sampling.Thedatawere collected using a 58-item questionnaire devised by the researcher, usingcurriculum planning experts. Face and content validity of the scale were obtained throughexpert views and modifications provided by 10 professors and experts in medical curriculum evaluation. Also, research reliability was calculated using Alpha Cronbachto be 0.99. Reliability value and coefficient was acceptable.Moreover, One-sample t-test, Independent t-test and one-way ANOVA were used for data analysis. Results Based on the faculty members’ views, of the five curriculum elements, objectives and content were in relatively good conditions (at an average level) while other elements including method, evaluation and management were in poor conditions (lower than average). According to results oftwo-way ANOVA, there wasa significant relationship between faculty members with various work experiencein terms of curriculum evaluation. Conclusion According to research findings, a comparative examination of the curriculum elements and their characteristics in physiopathology course can be conducted, resulting in identification of curriculum weaknesses and their pitfalls. Also, with regard to teaching, evaluation, management methods, weak and strong pointsof the course,efficiency, and effectiveness of the elements were identified. PMID:25927069

  8. Geriatric Core Competencies for Family Medicine Curriculum and Enhanced Skills: Care of Elderly

    PubMed Central

    Charles, Lesley; Triscott, Jean A.C.; Dobbs, Bonnie M.; McKay, Rhianne

    2014-01-01

    Background There is a growing mandate for Family Medicine residency programs to directly assess residents’ clinical competence in Care of the Elderly (COE). The objectives of this paper are to describe the development and implementation of incremental core competencies for Postgraduate Year (PGY)-I Integrated Geriatrics Family Medicine, PGY-II Geriatrics Rotation Family Medicine, and PGY-III Enhanced Skills COE for COE Diploma residents at a Canadian University. Methods Iterative expert panel process for the development of the core competencies, with a pre-defined process for implementation of the core competencies. Results Eighty-five core competencies were selected overall by the Working Group, with 57 core competencies selected for the PGY-I/II Family Medicine residents and an additional 28 selected for the PGY-III COE residents. The core competencies follow the CanMEDS Family Medicine roles. Both sets of core competencies are based on consensus. Conclusions Due to demographic changes, it is essential that Family Physicians have the required skills and knowledge to care for the frail elderly. The core competencies described were developed for PGY-I/II Family Medicine residents and PGY-III Enhanced Skills COE, with a focus on the development of geriatric expertise for those patients that would most benefit. PMID:24883163

  9. 75 FR 25314 - Community Volunteer Income Tax Assistance (VITA) Matching Grant Program-Availability of...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-05-07

    ... Internal Revenue Service Community Volunteer Income Tax Assistance (VITA) Matching Grant Program... Income Tax Assistance (VITA) Matching Grant Program, which was published in the Federal Register on... packages for the 2011 Community Volunteer Income Tax Assistance (VITA) Matching Grant Program. FOR...

  10. Training Family Medicine Residents in Effective Communication Skills While Utilizing Promotoras as Standardized Patients in OSCEs: A Health Literacy Curriculum.

    PubMed

    Pagels, Patti; Kindratt, Tiffany; Arnold, Danielle; Brandt, Jeffrey; Woodfin, Grant; Gimpel, Nora

    2015-01-01

    Introduction. Future health care providers need to be trained in the knowledge and skills to effectively communicate with their patients with limited health literacy. The purpose of this study is to develop and evaluate a curriculum designed to increase residents' health literacy knowledge, improve communication skills, and work with an interpreter. Materials and Methods. Family Medicine residents (N = 25) participated in a health literacy training which included didactic lectures and an objective structured clinical examination (OSCE). Community promotoras acted as standardized patients and evaluated the residents' ability to measure their patients' health literacy, communicate effectively using the teach-back and Ask Me 3 methods, and appropriately use an interpreter. Pre- and postknowledge, attitudes, and postdidactic feedback were obtained. We compared OSCE scores from the group that received training (didactic group) and previous graduates. Residents reported the skills they used in practice three months later. Results. Family Medicine residents showed an increase in health literacy knowledge (p = 0.001) and scored in the adequately to expertly performed range in the OSCE. Residents reported using the teach-back method (77.8%) and a translator more effectively (77.8%) three months later. Conclusions. Our innovative health literacy OSCE can be replicated for medical learners at all levels of training.

  11. Implicit bias against sexual minorities in medicine: cycles of professional influence and the role of the hidden curriculum.

    PubMed

    Fallin-Bennett, Keisa

    2015-05-01

    Despite many recent advances in rights for sexual and gender minorities in the United States, bias against lesbian, gay, bisexual, and transgender (LGBT) people still exists. In this Commentary, the author briefly reviews disparities with regard to LGBT health, in both health care and medical education, and discusses the implications of Burke and colleagues’ study of implicit and explicit biases against lesbian and gay people among heterosexual first-year medical students, published in this issue of Academic Medicine. Emphasis is placed on the ways in which physicians’ implicit bias against LGBT people can create a cycle that perpetuates a professional climate reinforcing the bias. The hidden curriculum in academic health centers is discussed as both a cause of this cycle and as a starting point for a research and intervention agenda. The findings from Burke and colleagues’ study, as well as other evidence, support raising awareness of LGBT discrimination, increasing exposure to LGBT individuals as colleagues and role models in academic health centers, and modifying medical education curricula as methods to break the cycle of implicit bias in medicine.

  12. Patient safety principles in family medicine residency accreditation standards and curriculum objectives

    PubMed Central

    Kassam, Aliya; Sharma, Nishan; Harvie, Margot; O’Beirne, Maeve; Topps, Maureen

    2016-01-01

    Abstract Objective To conduct a thematic analysis of the College of Family Physicians of Canada’s (CFPC’s) Red Book accreditation standards and the Triple C Competency-based Curriculum objectives with respect to patient safety principles. Design Thematic content analysis of the CFPC’s Red Book accreditation standards and the Triple C curriculum. Setting Canada. Main outcome measures Coding frequency of the patient safety principles (ie, patient engagement; respectful, transparent relationships; complex systems; a just and trusting culture; responsibility and accountability for actions; and continuous learning and improvement) found in the analyzed CFPC documents. Results Within the analyzed CFPC documents, the most commonly found patient safety principle was patient engagement (n = 51 coding references); the least commonly found patient safety principles were a just and trusting culture (n = 5 coding references) and complex systems (n = 5 coding references). Other patient safety principles that were uncommon included responsibility and accountability for actions (n = 7 coding references) and continuous learning and improvement (n = 12 coding references). Conclusion Explicit inclusion of patient safety content such as the use of patient safety principles is needed for residency training programs across Canada to ensure the full spectrum of care is addressed, from community-based care to acute hospital-based care. This will ensure a patient safety culture can be cultivated from residency and sustained into primary care practice. PMID:27965349

  13. Developing a Competence-Based Addiction Medicine Curriculum in Indonesia: The Training Needs Assessment

    ERIC Educational Resources Information Center

    Pinxten, W. J. L.; De Jong, C.; Hidayat, T.; Istiqomah, A. N.; Achmad, Y. M.; Raya, R. P.; Norviatin, D.; Siregar, I. M. P.

    2011-01-01

    Indonesia has one of the fastest growing, injecting drugs user-driven, human immunodeficiency virus (HIV) epidemics in Asia. Coverage of needle and syringe programs (NSPs), opioid substitution therapy (OST), and antiretroviral treatment (ART) is increasing, but is still low, whereas professional training in addiction medicine is not yet…

  14. What Are the Appropriate Curriculum Contents for Biochemistry Courses in Veterinary Medicine?

    ERIC Educational Resources Information Center

    Correia, A. A. D.; Correia, J. H. R. D.

    1995-01-01

    Presents an overview of the important items that the author's suggest should be included in a biochemistry course given to students in veterinary medicine. Presents a broad range of specific topics in biochemistry and strategies for covering as many topics as possible in one course. (LZ)

  15. VITA Experiential, Service-Learning, Learned Competencies, and Changed Mindsets

    ERIC Educational Resources Information Center

    Boneck, Robin; Barnes, Jeffrey N.; Stillman, Tyler F.

    2014-01-01

    The authors describe how Southern Utah University has integrated the U.S. Internal Revenue Service (IRS) Voluntary Income Tax Assistance (VITA) program as an experiential servicelearning activity for over a decade and a half. First, we describe the value of experiential servicelearning. Second, we detail the program, its oversight, its student…

  16. Applying the milestones in an internal medicine residency program curriculum: a foundation for outcomes-based learner assessment under the next accreditation system.

    PubMed

    Lowry, Becky N; Vansaghi, Lisa M; Rigler, Sally K; Stites, Steven W

    2013-11-01

    In 2010, University of Kansas Medical Center internal medicine residency program leaders concluded that their competency-based curriculum and evaluation system was not sufficient to promote accurate assessment of learners' performance and needed revision to meet the requirements of the Accreditation Council for Graduate Medical Education (ACGME) Next Accreditation System (NAS). Evaluations of learners seldom referenced existing curricular goals and objectives and reflected an "everyone is exceptional, no one is satisfactory" view.The authors identified the American Board of Internal Medicine and ACGME's Developmental Milestones for Internal Medicine Residency Training as a published standard for resident development. They incorporated the milestones into templates, a format that could be modified for individual rotations. A milestones-based curriculum for each postgraduate year of training and every rotation was then created, with input from educational leaders within each division in the Department of Internal Medicine and with the support of the graduate medical education office.In this article, the authors share their implementation process, which took approximately one year, and discuss their current work to create a documentation system for direct observation of entrustable professional activities, with the aim of providing guidance to other programs challenged with developing an outcomes-based curriculum and assessment system within the time frame of the NAS.

  17. Learning behaviour and preferences of family medicine residents under a flexible academic curriculum

    PubMed Central

    Sy, Alice; Wong, Eric; Boisvert, Leslie

    2014-01-01

    Abstract Objective To determine family medicine residents’ learning behaviour and preferences outside of clinical settings in order to help guide the development of an effective academic program that can maximize their learning. Design Retrospective descriptive analysis of academic learning logs submitted by residents as part of their academic training requirements between 2008 and 2011. Setting London, Ont. Participants All family medicine residents at Western University who had completed their academic program requirements (N = 72) by submitting 300 or more credits (1 credit = 1 hour). Main outcome measures Amount of time spent on various learning modalities, location where the learning took place, resources used for self-study, and the objective of the learning activity. Results A total of 72 residents completed their academic requirements during the study period and logged a total of 25 068 hours of academic learning. Residents chose to spend most of their academic time engaging in self-study (44%), attending staff physicians’ teaching sessions (20%), and participating in conferences, courses, or workshops (12%) and in postgraduate medical education sessions (12%). Textbooks (26%), medical journals (20%), and point-of-care resources (12%) were the 3 most common resources used for self-study. The hospital (32%), residents’ homes (32%), and family medicine clinics (14%) were the most frequently cited locations where academic learning occurred. While all physicians used a variety of educational activities, most residents (67%) chose self-study as their primary method of learning. The topic for academic learning appeared to have some influence on the learning modalities used by residents. Conclusion Residents used a variety of learning modalities and chose self-study over other more traditional modalities (eg, lectures) for most of their academic learning. A successful academic program must take into account residents’ various learning preferences and

  18. Reflective writing in the competency-based curriculum at the cleveland clinic lerner college of medicine.

    PubMed

    Isaacson, J Harry; Salas, Renee; Koch, Carl; McKenzie, Margaret

    2008-01-01

    The Cleveland Clinic Lerner College of Medicine of Case Western Reserve University is a five-year medical school where the major emphasis is to train physician investigators. In this article we describe our experience with reflective writing in our competency-based medical school, which has reflective practice as one of the nine core competencies. We outline how we use reflective writing as a way to help students develop their reflective practice skills. Reflective writing opportunities, excerpts of student pieces, and faculty and student perspectives are included. We have experienced the value of reflective writing in medical school education and believe elements of our program can be adapted to other training environments.

  19. Impact of an Evidence-Based Medicine Curriculum on Resident Use of Electronic Resources: A Randomized Controlled Study

    PubMed Central

    Willett, Laura R.; Murphy, David J.; O’Rourke, Kerry; Sharma, Ranita; Shea, Judy A.

    2008-01-01

    Background Evidence-based medicine (EBM) is widely taught in residency, but evidence for effectiveness of EBM teaching on changing residents’ behavior is limited. Objective To investigate the impact of an EBM curriculum on residents’ use of evidence-based resources in a simulated clinical experience. Design/Participants Fifty medicine residents randomized to an EBM teaching or control group. Measurements A validated test of EBM knowledge (Fresno test) was administered before and after intervention. Post intervention, residents twice completed a Web-based, multiple-choice instrument (15 items) comprised of clinical vignettes, first without then with access to electronic resources. Use of electronic resources was tracked using ProxyPlus software. Within group pre–post differences and between group post-test differences were examined. Results There was more improvement in EBM knowledge (100-point scale) for the intervention group compared to the control group (mean score increase 22 vs. 12,  = 0.012). In the simulated clinical experience, the most commonly accessed resources were Ovid (71% of residents accessed) and InfoPOEMs (62%) for the EBM group and UptoDate (67%) and MDConsult (58%) for the control group. Residents in the EBM group were more likely to use evidence-based resources than the control group. Performance on clinical vignettes was similar between the groups both at baseline ( = 0.19) and with access to information resources ( = 0.89). Conclusions EBM teaching improved EBM knowledge and increased use of evidence-based resources by residents, but did not improve performance on Web-based clinical vignettes. Future studies will need to examine impact of EBM teaching on clinical outcomes. PMID:18769979

  20. Connecting resident education to patient outcomes: the evolution of a quality improvement curriculum in an internal medicine residency.

    PubMed

    Zafar, Muhammad A; Diers, Tiffiny; Schauer, Daniel P; Warm, Eric J

    2014-10-01

    As part of the Accreditation Council for Graduate Medical Education's Next Accreditation System, residency programs must connect resident-physician education to improved patient care outcomes. Residency training programs, however, face multiple obstacles in doing so. Results from residency quality improvement (QI) curricula tend to show improvement in simple process-based measures but not in more complex outcomes of care such as diabetes or blood pressure control. In this article, the authors describe the evolution of their QI educational program for internal medicine residents at the University of Cincinnati Medical Center within the structure of a novel training model called the Ambulatory Long Block. They discuss a resident-run project that led to reduced rates of patients with uncontrolled diabetes as an example of improvement in outcome measures. Despite favorable results from that particular resident group, the successful intervention did not spread practice-wide. Using this example, they detail the phases of evolution and lessons learned from their curriculum from 2006 to 2014 within a framework of previously published general principles for successful QI education, including those of exemplary care and learning sites. Successful programs require leadership, faculty expertise and mentorship, data management, learner buy-in, and patient engagement. Their experience will hopefully be of help to others as they attempt to simultaneously improve care and education. Further research and innovation are needed in this area, including optimizing strategies for strengthening resident-driven projects through partnership with nursing, allied health, and longitudinally engaged faculty members.

  1. Application of VitaVallis dressing for infected wounds

    NASA Astrophysics Data System (ADS)

    Kirilova, N. V.; Fomenko, A. N.; Korovin, M. S.

    2015-11-01

    Today there is a growing demand for safe and efficient antimicrobial dressings for infected wound treatment. The antimicrobial sorption material for VitaVallis dressings was produced by one-stage oxidation of aluminum nanopowder in water in the presence of fibrous acetylcellulose matrix. Scanning electron microscopy revealed that the material is made up of fibers of diameter 1.5-3.0 µm with adhered agglomerated alumina nanosheets. An antimicrobial study revealed a high inhibitory effect of VitaVallis against the growth of gram-negative (E.coli, P. aeruginosa) and gram-positive (S. aureus) strains. The antimicrobial activity of the dressing against microbial pathogens on the wound surface was demonstrated in in vivo experiments on male rats. The dressing was also tested on volunteer patients. The testing showed reduction of the wound healing period, accelerated cleaning of the infected wound and enhanced tissue regeneration in the wound. The results demonstrate that the VitaVallis dressing can be used for the treatment of deep infected wounds.

  2. Application of VitaVallis dressing for infected wounds

    SciTech Connect

    Kirilova, N. V. Fomenko, A. N. Korovin, M. S.

    2015-11-17

    Today there is a growing demand for safe and efficient antimicrobial dressings for infected wound treatment. The antimicrobial sorption material for VitaVallis dressings was produced by one-stage oxidation of aluminum nanopowder in water in the presence of fibrous acetylcellulose matrix. Scanning electron microscopy revealed that the material is made up of fibers of diameter 1.5–3.0 µm with adhered agglomerated alumina nanosheets. An antimicrobial study revealed a high inhibitory effect of VitaVallis against the growth of gram-negative (E.coli, P. aeruginosa) and gram-positive (S. aureus) strains. The antimicrobial activity of the dressing against microbial pathogens on the wound surface was demonstrated in in vivo experiments on male rats. The dressing was also tested on volunteer patients. The testing showed reduction of the wound healing period, accelerated cleaning of the infected wound and enhanced tissue regeneration in the wound. The results demonstrate that the VitaVallis dressing can be used for the treatment of deep infected wounds.

  3. Student Developed Curriculum--Recognising and Meeting Needs.

    ERIC Educational Resources Information Center

    Matthew, Robert G. S.; Hughes, David C.

    1992-01-01

    To make a third-year communications-for-engineers course meet student needs, students were asked to identify training needs and to devise an appropriate delivery and assessment method for a course to teach oral presentations, control of meetings, teamwork skills, interview skills, curriculum vitae, and telephone skills. Industry experts were…

  4. Damn the Torpedoes--Innovations for the Future: The New Curriculum at the Harvard School of Dental Medicine.

    ERIC Educational Resources Information Center

    Howell, T. Howard; Matlin, Karl

    1995-01-01

    Harvard University's new dental school curriculum, and the changes mandated for its implementation, are discussed. The curriculum is characterized by small tutorial groups, student-centered instruction, and clinical treatment teams. The innovations have required significant institutional revitalization efforts and financial investment, with…

  5. Thuja occidentalis (Arbor vitae): A Review of its Pharmaceutical, Pharmacological and Clinical Properties

    PubMed Central

    2005-01-01

    Arbor vitae (Thuja occidentalis L.) is a native European tree widely used in homeopathy and evidence-based phytotherapy. Many reviews and monographs have been published on the herbal substance's description, mode of action and clinical use. However, no comprehensive evidence-based review is available. Therefore, our aim was to search MEDLINE databases and survey manufacturers for further details or unpublished data. This review presents the botany, ethnobotany and phytochemistry, especially the different contents of essential oil (Thujone) in relation to different extraction procedures of this medicinal plant. Thuja's antiviral action and immunopharmacological potential, such as stimulatory and co-stimulatory effects on cytokine and antibody production and activation of macrophages and other immunocompetent cells, have been evaluated in numerous in vitro and in vivo investigations. Although no controlled trials have been conducted on Thuja occ alone, many clinical studies have been performed with a herbal medicinal product containing a special extract of Thuja occ and other immunostimulants, demonstrating its therapeutic efficacy and safety in respiratory tract infections. PMID:15841280

  6. [Anesthesiological systems "Polinarkon-Vita" with microprocessor for artificial lung ventilation apparatuses and monitoring].

    PubMed

    Trushin, A I; Uliakov, G I; Reĭderman, E N

    2005-01-01

    The anesthesiological systems Polinarkon-Vita for adults and children are described. These systems were developed at VNIIMP-VITA, Ltd. on the basis of basic model of the anesthesiological system Polinarkon-E-Vita. The following new important units of the fifth generation apparatuses for inhalation anesthesia (IA) are described: Anestezist-4 monocomponent evaporator for liquid anesthetics (enfluran and isofluran); Diana, Diana-Det, and Elan-NR apparatuses for mechanical lung ventilation (MLV); dosimeters of medical gases, etc. These systems implement monitoring of vitally important functions of patient and parameters of IN and MLV. The anesthesiological systems Polinarkon-Vita are recommended for medical practice and commercially available from VNIIMP-VITA, Ltd. as small lots.

  7. Medicines

    MedlinePlus

    ... better. In the United States, the Food and Drug Administration is in charge of assuring the safety ... prescription and over-the-counter medicines. Even safe drugs can cause unwanted side effects or interactions with ...

  8. Impact of a Revised Curriculum Focusing on Clinical Neurology and Musculoskeletal Care on a Required Fourth-Year Medical Student Physical Medicine and Rehabilitation Clerkship

    PubMed Central

    Faulk, Clinton E.; Harrell, Kelly M.; Lawson, Luan E.; Moore, Daniel P.

    2016-01-01

    Background. A Required Fourth-Year Medical Student Physical Medicine and Rehabilitation (PM&R) Clerkship was found to increase students' knowledge of PM&R; however the students' overall rotation evaluations were consistently lower than the other 8 required clerkships at the medical school. Objective. To describe the impact of a revised curriculum based upon Entrustable Professional Activities and focusing on basic pain management, musculoskeletal care, and neurology. Setting. Academic Medical Center. Participants. 73 fourth-year medical students. Methods. The curriculum changes included a shift in the required readings from rehabilitation specific topics toward more general content in the areas of clinical neurology and musculoskeletal care. Hands-on workshops on neurological and musculoskeletal physical examination techniques, small group case-based learning, an anatomy clinical correlation lecture, and a lecture on pain management were integrated into the curriculum. Main Outcome Measurements. Student evaluations of the clerkship. Results. Statistically significant improvements were found in the students' evaluations of usefulness of lecturers, development of patient interviewing skills, and diagnostic and patient management skills (p ≤ 0.05). Conclusions. This study suggests that students have a greater satisfaction with a required PM&R clerkship when lecturers utilize a variety of pedagogic methods to teach basic pain, neurology and musculoskeletal care skills in the rehabilitation setting rather than rehabilitation specific content. PMID:28025624

  9. The Senior Mentor Program at the University of South Carolina School of Medicine: An Innovative Geriatric Longitudinal Curriculum

    ERIC Educational Resources Information Center

    Roberts, Ellen; Richeson, Nancy A.; Thornhill, Joshua T., IV; Corwin, Sara J.; Eleazer, G. Paul

    2006-01-01

    This paper describes development, implementation, and evaluation strategies of a longitudinal geriatric curriculum, the Senior Mentor Program (SMP). The rationale for exposing undergraduate medical students to healthy, community-dwelling older adults is to use the relationship and activities as vehicles for improving knowledge of aging and…

  10. Using direct observation, formal evaluation, and an interactive curriculum to improve the sign-out practices of internal medicine interns.

    PubMed

    Gakhar, Bhavna; Spencer, Abby L

    2010-07-01

    The safe transfer (handoff) of responsibility for patient care from one physician to another requires that health care facilities have rigorous sign-out systems and that physicians develop effective communication skills. In 2007 and 2008, to improve the spoken and written sign-out practices of the 25 interns at Allegheny General Hospital (Pittsburgh, Pennsylvania), the authors designed and administered Likert scale surveys about training in and satisfaction with current sign-out practices; directly observed and evaluated interns performing spoken sign-outs; assessed and graded interns' sign-out sheets; and compared sign-out sheets with patient records to evaluate their accuracy. On the basis of their findings, the authors developed a new curriculum with didactic and interactive components to target intern-level and system-level problems. The curriculum emphasized the importance of complete and accurate sign-outs, provided examples of good and poor sign-outs, and assigned interns to work in small groups to practice sign-out skills and receive feedback from peers and program leaders. Reevaluation of interns two months after curriculum implementation revealed not only better performance on each of the seven items evaluated for spoken sign-out but also substantial improvement in the completeness of sign-out sheets and the accuracy of reporting of identification data, code status, and medications data. The curriculum was well received by interns, and it helped them develop skills required by the Accreditation Council for Graduate Medical Education, including competencies in communication, practice-based learning, and systems-based practice.

  11. A System Approach to Navy Medical Education and Training. Appendix 27. Competency Curriculum for Nuclear Medicine Technician.

    DTIC Science & Technology

    1974-08-31

    NAVY Quida C. Upchurch, Capt., NC, USN Program Manager Education and Training R&D Bureau of Medicine and Surgery (Code 71G) fo I.t as I ie a s s n d...of what the health care personnel in the Navy’s Medical Department, Bureau of Medicine and Surgery actually do in their occupations; improving the...in vitro counting and scanning instrumentation (Criteria) On tecnical review by supervisor, studies are determined to be accurate; performed

  12. Study of medicine 2.0 due to Web 2.0?! -- risks and opportunities for the curriculum in Leipzig.

    PubMed

    Hempel, Gunther; Neef, Martin; Rotzoll, Daisy; Heinke, Wolfgang

    2013-01-01

    Web 2.0 is changing the study of medicine by opening up totally new ways of learning and teaching in an ongoing process. Global social networking services like Facebook, YouTube, Flickr, Google Drive and Xing already play an important part in communication both among students and between students and teaching staff. Moreover, local portals (such as the platform [http://www.leipzig-medizin.de] established in 2003) have also caught on and in some cases eclipsed the use of the well-known location-independent social media. The many possibilities and rapid changes brought about by social networks need to be publicized within medical faculties. Therefore, an E-learning and New Media Working Group was set up at the Faculty of Medicine of Universität Leipzig in order to harness the opportunities of Web 2.0, analyse the resulting processes of change in the study of medicine, and curb the risks of the Internet. With Web 2.0 and the social web already influencing the study of medicine, the opportunities of the Internet now need to be utilized to improve the teaching of medicine.

  13. Impact resistance of oil-immersed lignum vitae.

    PubMed

    Yin, Wei; Shan, Lei; Lu, Hongyu; Zheng, Yelong; Han, Zhiwu; Tian, Yu

    2016-07-18

    Biological materials immersed in vegetable and mineral oil, such as rattan armor and wooden sleepers, have been extensively used since ancient times because of their excellent mechanical properties. This study quantitatively investigated the viscoelasticity and tribological performance of lignum vitae immersed in poly-alpha-olefin (PAO) and tung oils (Aleuritesfordii Hemsl.) to reveal the mechanism of impact resistance. The acceleration of samples immersed in tung oil was higher than that of dry and PAO-immersed samples in the first impact. The elastic modulus of the samples immersed in tung oil increased slightly. The impact damage on the samples immersed in tung oil was reduced because of the low friction coefficient (0.07) resulted in a low wear rate. The extent of impact damage on the samples immersed in tung oil was approximately 34% and 58% lower than that on the dry and PAO oil-immersed samples, respectively, under an angle of 20° and a height of 10 cm. The impact damage on the PAO-immersed samples was reduced because of low friction coefficient. However, impact damage increased because of large elastic modulus. The findings of this study can serve as a reference for the application of modified biological materials with high strength and wear resistance.

  14. Impact resistance of oil-immersed lignum vitae

    NASA Astrophysics Data System (ADS)

    Yin, Wei; Shan, Lei; Lu, Hongyu; Zheng, Yelong; Han, Zhiwu; Tian, Yu

    2016-07-01

    Biological materials immersed in vegetable and mineral oil, such as rattan armor and wooden sleepers, have been extensively used since ancient times because of their excellent mechanical properties. This study quantitatively investigated the viscoelasticity and tribological performance of lignum vitae immersed in poly-alpha-olefin (PAO) and tung oils (Aleuritesfordii Hemsl.) to reveal the mechanism of impact resistance. The acceleration of samples immersed in tung oil was higher than that of dry and PAO-immersed samples in the first impact. The elastic modulus of the samples immersed in tung oil increased slightly. The impact damage on the samples immersed in tung oil was reduced because of the low friction coefficient (0.07) resulted in a low wear rate. The extent of impact damage on the samples immersed in tung oil was approximately 34% and 58% lower than that on the dry and PAO oil-immersed samples, respectively, under an angle of 20° and a height of 10 cm. The impact damage on the PAO-immersed samples was reduced because of low friction coefficient. However, impact damage increased because of large elastic modulus. The findings of this study can serve as a reference for the application of modified biological materials with high strength and wear resistance.

  15. Impact resistance of oil-immersed lignum vitae

    PubMed Central

    Yin, Wei; Shan, Lei; Lu, Hongyu; Zheng, Yelong; Han, Zhiwu; Tian, Yu

    2016-01-01

    Biological materials immersed in vegetable and mineral oil, such as rattan armor and wooden sleepers, have been extensively used since ancient times because of their excellent mechanical properties. This study quantitatively investigated the viscoelasticity and tribological performance of lignum vitae immersed in poly-alpha-olefin (PAO) and tung oils (Aleuritesfordii Hemsl.) to reveal the mechanism of impact resistance. The acceleration of samples immersed in tung oil was higher than that of dry and PAO-immersed samples in the first impact. The elastic modulus of the samples immersed in tung oil increased slightly. The impact damage on the samples immersed in tung oil was reduced because of the low friction coefficient (0.07) resulted in a low wear rate. The extent of impact damage on the samples immersed in tung oil was approximately 34% and 58% lower than that on the dry and PAO oil-immersed samples, respectively, under an angle of 20° and a height of 10 cm. The impact damage on the PAO-immersed samples was reduced because of low friction coefficient. However, impact damage increased because of large elastic modulus. The findings of this study can serve as a reference for the application of modified biological materials with high strength and wear resistance. PMID:27425829

  16. A focus Group Study of Medical Students’ Views of an Integrated Complementary and Alternative Medicine (CAM) Curriculum: Students Teaching Teachers

    PubMed Central

    Lie, Désirée; Shapiro, Johanna; Pardee, Sarah; Najm, Wadie

    2008-01-01

    Background: Student views of new curricula can shape training outcomes. This qualitative study elicited student opinions of CAM instruction to examine and distill best strategies. Methods: 49 second, third and fourth year students participated in focus groups using a predefined question route. Interviews were audio taped and transcribed. Results: Students successfully differentiated CAM curricula from other academic content and were supportive of a longitudinal integrated approach. They had positive disposition toward CAM use for themselves but this did not necessarily translate into patient recommendations. They agreed that goals of the CAM curriculum should center on awareness of patient use and evidence and information relevant to clinical practice. They advocated a case-based, hands-on, experiential strategy vs lectures. Students proposed greater institutional commitment to strengthen curricular effectiveness. The majority did not intend to practice CAM modalities but valued skills to assess them. Patient-centeredness was recognized. As training progressed, students exhibited a growing tendency to evaluate CAM efficacy, and therefore value, exclusively according to evidence. Conclusions: In-depth student input allowed examination of the effectiveness of a CAM curriculum, permitting improvement and assessment of program effectiveness. PMID:19823690

  17. Toward a national core course in agricultural medicine and curriculum in agricultural safety and health: the "building capacity" consensus process.

    PubMed

    Rudolphi, Josie M; Donham, Kelley J

    2015-01-01

    ABSTRACT The agricultural industry poses specific hazards and risks to its workers. Since the 1970s, the University of Iowa has been establishing programs to educate rural health care and safety professionals who in turn provide education and occupational health and safety services to farm families and farm workers. This program has been well established in the state of Iowa as a program of Iowa's Center for Agricultural Safety and Health (I-CASH). However, the National 1989 Agriculture at Risk Report indicated there was a great need for agricultural medicine training beyond Iowa's borders. In order to help meet this need, Building Capacity: A National Resource of Agricultural Medicine Professionals was initiated as a project of the National Institute for Occupational Safety and Health (NIOSH)-funded Great Plains Center for Agricultural Health in 2006. Before the first phase of this project, a consensus process was conducted with a group of safety and health professionals to determine topics and learning objectives for the course. Over 300 students attended and matriculated the agricultural medicine course during first phase of the project (2007-2010). Beginning the second phase of the project (2012-2016), an expanded advisory committee (38 internationally recognized health and safety professionals) was convened to review the progress of the first phase, make recommendations for revisions to the required topics and competencies, and discuss updates to the second edition of the course textbook (Agricultural Medicine: Occupational and Environmental Health for the Health Professions). A formal consensus process was held and included an online survey and also a face-to-face meeting. The group was charged with the responsibility of developing the next version of this course by establishing best practices and setting an agenda with the long-term goal of developing a national course in agricultural medicine.

  18. From "junk" to gene: curriculum vitae of a primate receptor isoform gene.

    PubMed

    Singer, Silke S; Männel, Daniela N; Hehlgans, Thomas; Brosius, Jürgen; Schmitz, Jürgen

    2004-08-20

    Exonization of Alu retroposons awakens public opinion, particularly when causing genetic diseases. However, often neglected, alternative "Alu-exons" also carry the potential to greatly enhance genetic diversity by increasing the transcriptome of primates chiefly via alternative splicing.Here, we report a 5' exon generated from one of the two alternative transcripts in human tumor necrosis factor receptor gene type 2 (p75TNFR) that contains an ancient Alu-SINE, which provides an alternative N-terminal protein-coding domain. We follow the primate evolution over the past 63 million years to reconstruct the key events that gave rise to a novel receptor isoform. The Alu integration and start codon formation occurred between 58 and 40 million years ago (MYA) in the common ancestor of anthropoid primates. Yet a functional gene product could not be generated until a novel splice site and an open reading frame were introduced between 40 and 25 MYA on the catarrhine lineage (Old World monkeys including apes).

  19. Curriculum vitae of intestinal intraepithelial T cells: their developmental and behavioral characteristics.

    PubMed

    Ishikawa, Hiromichi; Naito, Tomoaki; Iwanaga, Toshihiko; Takahashi-Iwanaga, Hiromi; Suematsu, Makoto; Hibi, Toshifumi; Nanno, Masanobu

    2007-02-01

    The alimentary tract has an epithelial layer, consisting mainly of intestinal epithelial cells (IECs), that is exposed to the exterior world through the intestinal lumen. The IEC layer contains many intestinal intraepithelial T cells (IELs), and the total number of IELs constitutes the largest population in the peripheral T-cell pool. Virtually all gammadelta-IELs and many alphabeta-IELs in the mouse small intestine are known to express CD8 alpha alpha homodimers. A wide range of evidence that supports extrathymic development of these CD8 alpha alpha(+) IELs has been collected. In addition, while several studies identified cells with precursor T-cell phenotypes within the gut epithelium, how these precursors, which are dispersed along the length of the intestine, develop into gammadelta-IELs and/or alphabeta-IELs has not been clarified. The identification of lymphoid cell aggregations named 'cryptopatches' (CPs) in the intestinal crypt lamina propria of mice as sites rich in T-cell precursors in 1996 by our research group, however, provided evidence for a central site, whereby precursor IELs could give rise to T-cell receptor-bearing IELs. In this review, we discuss the development of IELs in the intestinal mucosa and examine the possibility that CPs serve as a production site of extrathymic IELs.

  20. Assessment of color fidelity of several composite resins compared to their Vita Classical shade registration.

    PubMed

    Barcellos, Daphne Camara; Torres, Carlos Rocha Gomes; Pucci, Cesar Rogerio; Borges, Alessandra Buhler; Goncalves, Sergio Eduardo de Paiva; Limeira, Renata; Souza, Dayane

    2010-01-01

    This study compared the color fidelity of different composite resins with their registration in the Vita Classical Shade Guide. Using a prefabricated Teflon mold, 120 specimens were divided into four groups (n = 30), according to the resin tested. Three subgroups (n = 10) were prepared for each resin group; these subgroups tested enamel shade, dentin shade, and enamel and dentin shade. Three measurements were performed to verify whether the tooth shade matched that of the Vita Classical Shade Guide. The color was evaluated and the shade variations were calculated. The data were submitted to a three-way ANOVA test (time, color match, and composite type), followed by Tukey's test. It was concluded that all composite resins showed color differences in relation to the Vita Classical Shade Guide.

  1. Antimicrobial Potential and Chemical Characterization of Serbian Liverwort (Porella arboris-vitae): SEM and TEM Observations.

    PubMed

    Kumar Tyagi, Amit; Bukvicki, Danka; Gottardi, Davide; Veljic, Milan; Guerzoni, Maria Elisabetta; Malik, Anushree; Marin, Petar D

    2013-01-01

    The chemical composition of Porella arboris-vitae extracts was determined by solid phase microextraction, gas chromatography-mass spectrometry (SPME GC-MS), and 66 constituents were identified. The dominant compounds in methanol extract of P. arboris-vitae were β-caryophyllene (14.7%), α-gurjunene (10.9%), α-selinene (10.8%), β-elemene (5.6%), γ-muurolene (4.6%), and allo-aromadendrene (4.3%) and in ethanol extract, β-caryophyllene (11.8%), α-selinene (9.6%), α-gurjunene (9.4%), isopentyl alcohol (8.8%), 2-hexanol (3.7%), β-elemene (3.7%), allo-aromadendrene (3.7%), and γ-muurolene (3.3%) were the major components. In ethyl acetate extract of P. arboris-vitae, undecane (11.3%), β-caryophyllene (8.4%), dodecane (6.4%), α-gurjunene (6%), 2-methyldecane (5.1%), hemimellitene (4.9%), and D-limonene (3.9%) were major components. The antimicrobial activity of different P. arboris-vitae extracts was evaluated against selected food spoilage microorganisms using microbroth dilution method. The Minimal Inhibitory Concentration (MIC) varied from 0.5 to 1.5 mg/mL and 1.25 to 2 mg/mL for yeast and bacterial strains, respectively. Significant morphological and ultrastructural alterations due to the effect of methanolic and ethanolic P. arboris-vitae extracts on S. Enteritidis have also been observed by scanning electron microscope and transmission electron microscope, respectively. The results provide the evidence of antimicrobial potential of P. arboris-vitae extracts and suggest its potential as natural antimicrobial agents for food preservation.

  2. A New Work Sample Battery for Vocational Assessment of the Disadvantaged: VITAS.

    ERIC Educational Resources Information Center

    Abrams, Michael

    1979-01-01

    Describes the development of a work sample battery designed for assessment of vocational aptitudes, interests, and temperament in a disadvantaged client population. VITAS provides information about factors most related to success on the job: interest in the job, temperament for the job, and aptitudes for physical and cognitive components of the…

  3. The Vita Activa as Compass: Navigating Uncertainty in Teaching with Hannah Arendt

    ERIC Educational Resources Information Center

    Rogers, Carrie Ann Barnes

    2010-01-01

    This dissertation is an exploration of stories of uncertainty in the lives of elementary teachers and the value that the ideas of Hannah Arendt lend to the discussion around uncertainty. In "The Human Condition" (1958) Hannah Arendt theorizes the life of action, the "vita activa". Arendtian action is inherently uncertain because to be "capable of…

  4. 77 FR 6863 - Proposed Collection; Comment Request for VITA/TCE Program Forms

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-02-09

    ... Internal Revenue Service offers free assistance with tax return preparation and tax counseling using specially trained volunteers. The Volunteer Income Tax Assistance (VITA) and Tax Counseling for the Elderly... through the use of automated collection techniques or other forms of information technology; and...

  5. Issues in Dental Curriculum Development and Change.

    ERIC Educational Resources Information Center

    Tedesco, Lisa A.

    1995-01-01

    An extensive discussion of curriculum reform in dental education looks at the history of dental curriculum since 1926, reviewing major reports and studies and examining systematic attempts to alter the curriculum, both structurally and philosophically. The paper was prepared as background for an Institute of Medicine study of dental education's…

  6. A clinically integrated curriculum in Evidence-based Medicine for just-in-time learning through on-the-job training: The EU-EBM project

    PubMed Central

    Coppus, Sjors FPJ; Emparanza, Jose I; Hadley, Julie; Kulier, Regina; Weinbrenner, Susanne; Arvanitis, Theodoros N; Burls, Amanda; Cabello, Juan B; Decsi, Tamas; Horvath, Andrea R; Kaczor, Marcin; Zanrei, Gianni; Pierer, Karin; Stawiarz, Katarzyna; Kunz, Regina; Mol, Ben WJ; Khan, Khalid S

    2007-01-01

    Background Over the last years key stake holders in the healthcare sector have increasingly recognised evidence based medicine (EBM) as a means to improving the quality of healthcare. However, there is considerable uncertainty about the best way to disseminate basic knowledge of EBM. As a result, huge variation in EBM educational provision, setting, duration, intensity, content, and teaching methodology exists across Europe and worldwide. Most courses for health care professionals are delivered outside the work context ('stand alone') and lack adaptation to the specific needs for EBM at the learners' workplace. Courses with modern 'adaptive' EBM teaching that employ principles of effective continuing education might fill that gap. We aimed to develop a course for post-graduate education which is clinically integrated and allows maximum flexibility for teachers and learners. Methods A group of experienced EBM teachers, clinical epidemiologists, clinicians and educationalists from institutions from eight European countries participated. We used an established methodology of curriculum development to design a clinically integrated EBM course with substantial components of e-learning. An independent European steering committee provided input into the process. Results We defined explicit learning objectives about knowledge, skills, attitudes and behaviour for the five steps of EBM. A handbook guides facilitator and learner through five modules with clinical and e-learning components. Focussed activities and targeted assignments round off the learning process, after which each module is formally assessed. Conclusion The course is learner-centred, problem-based, integrated with activities in the workplace and flexible. When successfully implemented, the course is designed to provide just-in-time learning through on-the-job-training, with the potential for teaching and learning to directly impact on practice. PMID:18042271

  7. Structural and redox behavior of OxyVita, a zero-linked polymeric hemoglobin: comparison with natural acellular polymeric hemoglobins.

    PubMed

    Harrington, John P; Orlik, Kseniya; Orlig, Kseniya; Zito, Samantha L; Wollocko, Jacek; Wollocko, Hanna

    2010-04-01

    A zero-linked polymeric hemoglobin (OxyVita Hb) has been developed for application as an acellular therapeutic hemoglobin-based-oxygen-carrier (HBOC). For effective and safe oxygen binding, transport and delivery, an HBOC must meet essential molecular requirements related to its structural integrity and redox stability. OxyVita is a super polymer possessing an average M.wt. of 17 x 10(6) Da. Structural integrity was determined by unfolding studies of OxyVita in the presence of increasing concentrations of urea. The unfolding midpoints (D(1/2)) of different preparations of OxyVita (solution and powder forms) were compared to Lumbricus Hb (LtHb) and Arenicola Hb (ArHb), natural acellular polymeric hemoglobins, which are serving as models for an effective and safe acellular HBOC. Reduction studies of OxyVita Hb using endogenous reducing agents were also investigated. Results from these studies indicate that: 1) OxyVita Hb exhibits greater resistance to conformational change than either LtHb or ArHb in the reduced (oxyHb) state; and 2) the reduction of met OxyVita Hb to oxyHb occurs slowly in the presence of either ascorbic acid (70% reduction in 560 min.) or beta-NADH (40% reduction in 90 min.). These studies provide consistent evidence that OxyVita Hb possesses physiochemical properties that exhibit structural integrity and redox behavior necessary for functioning as an effective and safe HBOC within clinical applications. These results are in agreement with observations made by other investigators as to the reduction in heme-loss of OxyVita Hb, essential for the reversible binding/release of molecular oxygen within the circulatory system.

  8. Pediatric Emergency Medicine (PEM) fellowship: essentials of a three-year academic curriculum. Three-Year Academic Subcommittee of the PEM Fellowship Committee of the Section of Emergency Medicine, American Academy of Pediatrics.

    PubMed

    Shaw, K N; Schunk, J; Ledwith, C; Lockhart, G

    1997-02-01

    This committee of fellowship directors has proposed guidelines for an academic curriculum for training fellows in PEM. The curriculum should be modified to each unique program, but is based on current expectation of the American Board of Pediatrics and the ACGME for graduate education. This is the first PEM academic curriculum document in publication. Ongoing refinement and adaptation based on feedback from fellows and directors is essential to provide the best fellowship experience to our trainees. The proposed curriculum is also subject to further change as more details are given for ACGME approval of the fellowship programs.

  9. Transforming Curriculum.

    ERIC Educational Resources Information Center

    Cronin, C. H.; Feldman, Phillip

    1994-01-01

    Presents comparisons between the traditional curriculum and the essential learnings curriculum implemented at the Moss Point School District in Moss Point, Mississippi. Describes in detail the curriculum transformation process. Provides insight into the role of technology in the reading/language arts curriculum. (RS)

  10. Preparing for Fellowship in Internal Medicine. Steps for Success with a Focus on Pulmonary and/or Critical Care Programs.

    PubMed

    Bosslet, Gabriel T; Burkart, Kristin M; Miles, Matthew C; Lenz, Peter H; Huebert, Candace A; McCallister, Jennifer W

    2015-04-01

    This paper outlines specific tips for those applying to pulmonary and/or critical care medicine fellowship training in the United States using the PAIR-Match steps: preparation, application, interview, ranking, and match. Preparation for fellowship begins long before the application process with an assessment of one's long-term goals (to the extent that these are known). The cornerstone of the application is the curriculum vitae, which should highlight applicants' pulmonary and critical care-related experiences and scholarly work. Applicants should obtain letters of recommendation from faculty members who know them well and can write a letter that speaks to their strengths in clinical, scholarly, or leadership areas. The personal statement is an opportunity to share experiences not otherwise shared in the application and is an opportunity to explain any breaks in training or performance lapses. When selecting programs to which they will apply, applicants should pay close attention to the areas of education and curriculum, clinical experience, scholarly opportunity, and personal factors. Preparing for interviews should include a review of the program at which one is interviewing and development of relevant questions regarding details of the program. The interview day is the applicant's opportunity to see the "personality" of the program by meeting with the program director, faculty, and current fellows and to assess whether the program is a good fit for their goals. Applicants should only rank those programs they are willing to attend, in order of preference; they should be aware that the match process is binding.

  11. 76 FR 56455 - DaVita, Inc.; Analysis of Agreement Containing Consent Orders To Aid Public Comment

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-09-13

    ... three times per week in sessions lasting between three and five hours. Kidney transplantation is the... of DaVita and DSI's head-to-head competition in these markets, indicates that the combined firm...

  12. Effective Design and Evaluation of Serious Games: The Case of the e-VITA Project

    NASA Astrophysics Data System (ADS)

    Pappa, Dimitra; Pannese, Lucia

    Learning and training are presently facing new challenges and a strong transformation. The use of electronic games for education (game-based learning) promotes an agile, immersive and stimulating form of learning that fosters learner engagement and motivation. Nonetheless, the design of effective and engaging educational games is a creative process that is unique to each situation. This paper discusses the inherent challenges of building intellectually appropriate and engaging games and presents the methodology adopted in the case of the e-VITA project that applies GBL to promote knowledge sharing and transfer for intergenerational learning. The paper analyses the e-VITAframework for SGs evaluation, which is central to the project's iterative development approach. Early findings stemming from the validation of the e-VITA prototype game are also presented.

  13. The 2014 Academic College of Emergency Experts in India's Education Development Committee (EDC) White Paper on establishing an academic department of Emergency Medicine in India – Guidelines for Staffing, Infrastructure, Resources, Curriculum and Training

    PubMed Central

    Aggarwal, Praveen; Galwankar, Sagar; Kalra, Om Prakash; Bhalla, Ashish; Bhoi, Sanjeev; Sundarakumar, Sundarajan

    2014-01-01

    Emergency medicine services and training in Emergency Medicine (EM) has developed to a large extent in developed countries but its establishment is far from optimal in developing countries. In India, Medical Council of India (MCI) has taken great steps by notifying EM as a separate specialty and so far 20 medical colleges have already initiated 3-year training program in EM. However, there has been shortage of trained faculty, and ambiguity regarding curriculum, rotation policy, infrastructure, teachers’ eligibility qualifications and scheme of examination. Academic College of Emergency Experts in India (ACEE-India) has been a powerful advocate for developing Academic EM in India. The ACEE's Education Development Committee (EDC) was created to chalk out guidelines for staffing, infrastructure, resources, curriculum, and training which may be of help to the MCI and the National Board of Examinations (NBE) to set standards for starting 3-year training program in EM and develop the departments of EM as centers of quality education, research, and treatment across India. This paper has made an attempt to give recommendations so as to provide a uniform framework to the institutions, thus guiding them towards establishing an academic Department of EM for starting the 3-year training program in the specialty of EM. PMID:25114431

  14. The hidden curriculum.

    PubMed

    Rodriguez, Rechell G; Mai, Derek

    2012-09-01

    The Uniformed Services University of the Health Sciences Internal Medicine Third Year Clerkship Program recently instituted an academic exercise to be completed by medical students during the first 6 weeks of their 12 weeks of Internal Medicine. The academic exercise involves reflecting on professional values through art and being exposed to the hidden curriculum of professionalism. Students are instructed at the beginning of their clerkship to observe the professional activities of their teachers, peers, ancillary staff, and of themselves. Students are provided a selection of art pieces to choose from. They select one which best exemplifies the professional activity they observed and are then to write a structured, reflective article.

  15. Multichannel alternate electrostimulation using the new Bulgarian Vita 2007 equipment in post-stroke rehabilitation.

    PubMed

    Ilieva, E; Marinkev, M

    1999-01-01

    In this study the authors evaluated the effect of a new method--multichannel alternate electrostimulation using the new Bulgarian equipment Vita 2007 for regulating muscular imbalance, breaking the pathological synergic patterns and overcoming motor impairment after stroke. The subjects of the study were 15 patients with hemiparesis secondary to stroke. The beneficial results in accelerating motor recovery and assisting the physical exercise programme for recreating proper patterns of walking and manipulative activity were assigned to the change in the level of spasticity and to the new method of consecutive alternate stimulation of the muscles that take part in the normal movement.

  16. Design, implementation and evaluation of a community health training program in an integrated problem-based medical curriculum: a fifteen-year experience at the University of Geneva Faculty of Medicine

    PubMed Central

    Chastonay, Philippe; Vu, Nu Viet; Humair, Jean-Paul; Mpinga, Emmanuel Kabengele; Bernheim, Laurent

    2012-01-01

    Background In the literature the need for relevance in medical education and training has been stressed. In the last 40 years medical schools have been challenged to train doctors competent to respond to community health needs. In the mid-90s the University of Geneva Faculty of Medicine introduced an integrated medical curriculum. In this initiative a particular emphasis was put in introducing a 6-year longitudinal and multidisciplinary Community Health Program (CHP). Objectives The aims of the present article are to describe the conception, elaboration and implementation of the CHP as well as its evolution over 15 years and the evaluation of its outcomes. Methods The CHP was at its origin elaborated by a small group of highly motivated teachers and later on developed by a multi-disciplinary group of primary care physicians, epidemiologists, public health and bio-ethics specialists, occupational health professionals, lawyers and historians. Evaluation of the program outcomes included educational innovations, new developments of the curriculum and interactions between students and the community. Results The CHP learning objectives and teaching modalities were defined by the multi-disciplinary group in consensus meetings which triggered a collaborative spirit among teachers and facilitated further developments. The evaluation procedures allowed the monitoring of students’ satisfaction which remained high over the years, students’ active participation which decreased over time and success at certifying exams which was globally as good as in basic life sciences. The evaluation also assessed outcomes such as educational innovations, new developments of the curriculum and interactions between students and the community. Conclusion As suggested in the literature, our experience shows that the students’ direct exposure and practice in the community health environment is an effective training approach to broaden students’ education by offering them a community

  17. Environmental Medicine Content in Medical School Curricula.

    ERIC Educational Resources Information Center

    Schenk, Maryjean; And Others

    1996-01-01

    A survey of 119 medical schools found that about one-quarter had no required environmental medicine (EM) content in the curriculum. Schools with EM content averaged seven hours of instruction. Sixty-eight percent had faculty with environmental and occupational medicine expertise, primarily in departments of medicine, preventive medicine, and…

  18. Curriculum Evaluation.

    ERIC Educational Resources Information Center

    Wulf, Christoph

    1971-01-01

    In German, this article asserts that present concepts of evaluation are too narrow for curriculum evaluation. Research must differentiate different forms and roles of evaluation, produce a curriculum evaluation model, and resolve problems of values and judgement. The second section discusses the different forms and roles of evaluation: formative…

  19. Accounting Curriculum.

    ERIC Educational Resources Information Center

    Prickett, Charlotte

    This curriculum guide describes the accounting curriculum in the following three areas: accounting clerk, bookkeeper, and nondegreed accountant. The competencies and tasks complement the Arizona validated listing in these areas. The guide lists 24 competencies for nondegreed accountants, 10 competencies for accounting clerks, and 11 competencies…

  20. Alumni-Faculty Feedback for Curriculum Revision, Final Report. Appendix A: Report on Survey of Graduates (1969-73) Tulane School of Public Health and Tropical Medicine.

    ERIC Educational Resources Information Center

    Tulane Univ., New Orleans, LA.

    A survey of 270 graduates of Tulane University's School of Public Health and Tropical Medicine (SPHTM) during 1969 to 1973 was conducted to determine what graduates did in their jobs and how their SPHTM learning experiences related to their jobs. The methodology used in the survey is described and results are presented in tabular form with…

  1. The Professoriate in the Field of Educational Administration: Insights from an Analysis of Journal Authors' Curricula Vitae

    ERIC Educational Resources Information Center

    Oplatka, Izhar

    2010-01-01

    Purpose: Based on a qualitative content analysis of 57 curricula vitae of authors who published their work in the major journals of the educational administration (EA) field, this paper seeks to display the career of EA authors and to suggest some epistemological implications for the field. Design/methodology/approach: The analysis is based on…

  2. Curriculum Autonomy through Curriculum Expertise

    ERIC Educational Resources Information Center

    Pimley, Gareth

    2011-01-01

    The author argues that the decisions primary teachers make about the curriculum need to be informed by well-developed expertise in the subjects they are planning and teaching. This expertise is necessary when teachers are exercising professional autonomy in areas such as curriculum design, securing breadth and balance, and managing curriculum…

  3. Prospective Assessment of an innovative test for prostate cancer screening using the VITA process model framework.

    PubMed

    Gantner-Bär, Marion; Meier, Florian; Kolominsky-Rabas, Peter; Djanatliev, Anatoli; Metzger, Armin; Voigt, Wieland; Prokosch, Hans-Ulrich; Sedlmayr, Martin

    2014-01-01

    Healthcare innovations are crucial for enhancing patient treatment and a high-quality healthcare system. However, bringing new technologies, methods and procedures into the healthcare market is challenging. Enormous amounts of financial, personnel and organizational resources are required with no upfront certainty for the medical and economic benefit. A new and innovative approach uses interdisciplinary medical, technical and economic expertise to forecast effects of healthcare innovations already at the early research and concept phase of an idea and before major investments are made. A process model framework was developed to operationalize this structured assessment of healthcare innovations. The Visionary Iterative Tailored Approach (VITA) is based on conceptual modeling, simulation and health economics evaluation. Its application for the prospective assessment of an innovative prostate cancer screening is presented.

  4. Up-date on the NeoVitaA Trial: Obstacles, challenges, perspectives, and local experiences.

    PubMed

    Meyer, Sascha; Gortner, Ludwig

    2016-09-26

    The aim of the NeoVitaA Trial is to assess the role of postnatal additional high-dose oral vitamin A supplementation for 28 days in reducing Bronchopulmonary dysplasia (BPD) or death in extremely low birth weight (ELBW) infants at 36 weeks postmenstrual age (PMA). All infants (both intervention and control group) will be provided with basic vitamin A (1000 IU/kg/day) in addition to trial intervention.In this short communication, we will give an up-date on obstacles, challenges as well as perspectives and potential solutions when putting into place a multicenter, double-blind, randomized trial in this cohort of extremely susceptible infants.

  5. Integrating Population and Clinical Medicine: A New Third-Year Curriculum to Prepare Medical Students for the Care of Individuals, Panels, and Populations.

    PubMed

    White, Jordan; Riese, Alison; Clyne, Brian; Vanvleet, Marcia W; George, Paul

    2015-09-01

    Population and Clinical Medicine (PCM) I & II constitute two of the nine courses established for the Warren Alpert Medical School of Brown University's (AMS) innovative dual-degree Primary Care-Population Medicine (PC-PM) program. The courses will run consecutively during students' third year in the program, in conjunction with the Longitudinal Integrated Clerkship (LIC). Throughout the courses, students will examine the intersection between population and clinical medicine with a focus on vulnerable populations, the social and community context of care, quality improvement, and leadership. In addition to attending class sessions in which students will engage with leaders in relevant fields, students will also draw from patient and population-level experiences in the LIC to plan and implement two projects: a community-based intervention to address a particular health issue, and a quality improvement project to change a small aspect of care delivery at a clinical site. Finally, leadership skills development sessions will be incorporated, and leadership practice will occur during implementation of student projects.

  6. Integrative Medical Education: Development and Implementation of a Comprehensive Curriculum at the University of Arizona.

    ERIC Educational Resources Information Center

    Maizes, Victoria; Schneider, Craig; Bell, Iris; Weil, Andrew

    2002-01-01

    Describes the University of Arizona's approach to developing and implementing a comprehensive curriculum in integrative medicine, which integrates the best of complementary and alternative medicine (CAM) with the best of conventional medicine. Describes the curriculum, educational programs, clinical education, goals, and results, and suggests…

  7. [Core competencies in internal medicine].

    PubMed

    Porcel, J M; Casademont, J; Conthe, P; Pinilla, B; Pujol, R; García-Alegría, J

    2011-06-01

    The working group of the Spanish Society of Internal Medicine (SEMI) on "Competencies of the Internist" has defined the basic medical knowledge, skills and attitudes that all internists in Spain should have. This list of competencies represents the Internal Medicine core curriculum within the context of the future educational framework of medical specialties in Health Sciences.

  8. Integrating Discovery-Based Research Experiences into the Undergraduate STEM Curriculum: A Convocation Report from the National Academies of Sciences, Engineering and Medicine

    NASA Astrophysics Data System (ADS)

    Guertin, L. A.; Ambos, E. L.; Brenner, K.; Asher, P. M.; Ryan, J. G.

    2015-12-01

    New possibilities and challenges to providing and scaling up opportunities for large numbers of undergraduates to engage in discovery-based research and related activities reflect both the evidence base and the current systemic infrastructure of higher education. The National Research Council hosted a Convocation in May 2015 on this very topic, inspired by the 2012 PCAST report "Engage to Excel," which urged the STEM education community and funding agencies to "advocate and provide support for replacing standard laboratory courses with discovery-based research courses." The Convocation report "Integrating Discovery-Based Research into the Undergraduate STEM Curriculum" on which this session is based explores a number of critical issues: Is our current knowledge base robust enough to recommend best practices? Is offering such experiences actually beneficial for all undergraduates? What institutional changes will be required to make such opportunities available to large numbers of students? Can such programs drive institutional change? How can we manage the cost/benefit parameters of such programs? Exploring these important and connected issues is critical for allowing undergraduates to participate in meaningful and relevant research through their coursework, for faculty and administrators to examine and document the evidence for their impact, and institutions to identify variations in what works at different types of colleges and universities.

  9. 50 Years: Veterinary Medicine.

    ERIC Educational Resources Information Center

    Narlesky, Lynn

    1998-01-01

    Describes the history, research, teaching strategies, and specialties of the University of California at Davis School of Veterinary Medicine. Documents effects of changing societal attitudes toward wildlife, pets, working animals, and food animals on curriculum, the systems approach to disease, comparative genetics, biotechnology, the ecology of…

  10. Integrative Medicine Distance-Learning Program

    DTIC Science & Technology

    2005-10-01

    manual medicine, spirituality, Chinese medicine, homeopathy , medicine and culture and clinical integration. o Sixty physicians, nurse...rec’d from curriculum sent in December •Web development of December content •Develop proposal for additional funding Phase II • Homeopathy x 4 and

  11. Teaching Prevention in Internal Medicine Clerkships.

    ERIC Educational Resources Information Center

    Kinsinger, Linda

    2000-01-01

    Reviews the rationale for including prevention in the clinical medicine clerkship. Summarizes current guidelines, presents examples of curricula in several medical schools, and proposes a future direction that stresses integrating teaching preventive medicine into internal medicine clerkships and across the entire four-year medical curriculum. (DB)

  12. Identifying the tooth shade in group of patients using Vita Easyshade

    PubMed Central

    Elamin, Habab Osman; Abubakr, Neamat Hassan; Ibrahim, Yahia Eltayib

    2015-01-01

    Objective: The aim of the present investigation is to identify tooth shade among a group of Sudanese patients. Materials and Methods: Total number of patients was 227. Participant's age ranged from 15 to 72 years, which, was divided into four groups. The tooth included in the study was either right or left sounds maxillary central incisor. Vita Easyshade was used to select the tooth shade. Investigation of the differences of Commission International de l’Eclairage (CIELab) coordinates among gender and state of origin was conducted together with an examination of the relationship between CIELab coordinates and age. One-way analysis of variance was used to test the differences in L*, a* and b* according to state of origin. Results: Results showed that A3 was the most common classical tooth shade respectively. There was highly significant difference in L* between males and females (P = 0.002). There was a significant relation between tooth shade and age (P = 0.026). There was a high significant association between classical tooth shade and Sudan regions (P = 0.00). Conclusion: In conclusion, most common classical shade was A3, women's teeth were lighter than men's. There was a relation between ethnic background and tooth shade. PMID:26038652

  13. Core content for wilderness medicine fellowship training of emergency medicine graduates.

    PubMed

    Lipman, Grant S; Weichenthal, Lori; Stuart Harris, N; McIntosh, Scott E; Cushing, Tracy; Caudell, Michael J; Macias, Darryl J; Weiss, Eric A; Lemery, Jay; Ellis, Mark A; Spano, Susanne; McDevitt, Marion; Tedeschi, Christopher; Dow, Jennifer; Mazzorana, Vicki; McGinnis, Henderson; Gardner, Angela F; Auerbach, Paul S

    2014-02-01

    Wilderness medicine is the practice of resource-limited medicine under austere conditions. In 2003, the first wilderness medicine fellowship was established, and as of March 2013, a total of 12 wilderness medicine fellowships exist. In 2009 the American College of Emergency Physicians Wilderness Medicine Section created a Fellowship Subcommittee and Taskforce to bring together fellowship directors, associate directors, and other interested stakeholders to research and develop a standardized curriculum and core content for emergency medicine (EM)-based wilderness medicine fellowships. This paper describes the process and results of what became a 4-year project to articulate a standardized curriculum for wilderness medicine fellowships. The final product specifies the minimum core content that should be covered during a 1-year wilderness medicine fellowship. It also describes the structure, length, site, and program requirements for a wilderness medicine fellowship.

  14. Electronics Curriculum.

    ERIC Educational Resources Information Center

    Prickett, Charlotte

    This document presents results of research conducted by industry representatives regarding tasks performed by electronic technicians and line manufacturing electro-mechanical technicians in Arizona electronics industries. Based on this research, a competency-based curriculum was developed for training entry-level electronics technicians. Twelve…

  15. Tourism Curriculum.

    ERIC Educational Resources Information Center

    Alaska State Dept. of Education, Juneau. Div. of Adult and Vocational Education.

    This competency-based curriculum guide is a handbook for the development of tourism education programs. Based on a survey of Alaskan tourism employers, it includes all competencies a student should acquire in such a welding program. The handbook stresses the importance of understanding the principles associated with the various components of the…

  16. Representing Curriculum

    ERIC Educational Resources Information Center

    Gaztambide-Fernandez, Ruben

    2009-01-01

    Handbooks denote representative authority, which gives their content normative value and through which editors and authors can emphasize certain views and orientations within a field. The representative authority of a handbook is reinforced in various ways, both obvious and subtle. The "SAGE Handbook of Curriculum and Instruction" is no exception…

  17. Welding Curriculum.

    ERIC Educational Resources Information Center

    Alaska State Dept. of Education, Juneau. Div. of Adult and Vocational Education.

    This competency-based curriculum guide is a handbook for the development of welding trade programs. Based on a survey of Alaskan welding employers, it includes all competencies a student should acquire in such a welding program. The handbook stresses the importance of understanding the principles associated with the various elements of welding.…

  18. Welding Curriculum.

    ERIC Educational Resources Information Center

    EASTCONN Regional Educational Services Center, North Windham, CT.

    The purpose of this welding program is to provide students with skills and techniques to become employed as advanced apprentice welders. The welding program manual includes the following sections: (1) course description; (2) general objectives; (3) competencies; (4) curriculum outline for 13 areas; (5) 13 references; and (6) student progress…

  19. [Sports medicine in Germany].

    PubMed

    Dickhuth, H-H

    2005-08-01

    Sports medicine covers many different aspects, ranging from clinical specialties, such as internal medicine, orthopedics or pediatrics to physiology and sports sciences. The requirements for sports medicine evolve mainly from exercise physiology (elite, leisure and health oriented physical activity), orthopedics and traumatology as well as from preventive and rehabilitative issues. In the new German curriculum, sports medicine is defined as a subspecialty. Historically, sports medicine in Germany has a federal structure with a governing body (Deutsche Gesellschaft für Sportmedizin und Prävention). Due to these facts, University Departments of Sports Medicine (which vary greatly in size and performance) are either attached to Medical or non-Medical Faculties, such as Sports Sciences. In medical schools, sports medicine can be selected as an elective subject. However, the main part of teaching sports medicine is covered by Sports Science Faculties. In an international context, the strength of German sports medicine is its clinical orientation and close cooperation with the sport itself, especially high-performance sports. In the future, like in the Anglo- American countries, sports medicine in Germany will play a major role in health prevention and rehabilitation.

  20. Nutrition Education Curriculum. Kindergarten Curriculum.

    ERIC Educational Resources Information Center

    Arkansas State Dept. of Education, Little Rock.

    Six major concepts form the framework for this kindergarten nutrition education curriculum: (1) Food is essential for all living things (learning to identify foods and food sources); (2) Nutrition is the food you eat and how the body uses it (recognizing the relationship between body growth and the ingestion of food); (3) Food is made up of…

  1. The Guinea Pigs of a Problem-Based Learning Curriculum

    ERIC Educational Resources Information Center

    Reddy, Sarasvathie; McKenna, Sioux

    2016-01-01

    Participants in a study on learning the clinical aspects of medicine in a problem-based learning (PBL) curriculum repeatedly referred to themselves as "Guinea pigs" at the mercy of a curriculum experiment. This article interrogates and problematises the "Guinea pig" identity ascribed to and assumed by the first cohort of…

  2. Pharmacy Curriculum and Health Care Needs in Saudi Arabia.

    ERIC Educational Resources Information Center

    Al-Sowaygh, Ibrahim A.; And Others

    1981-01-01

    Based on recognized health care needs, a curriculum revision was undertaken at the College of Pharmacy at Saudi Arabia's University of Riyadh. The revised curriculum included a unified basic health sciences core program for Medicine, Dentistry, Pharmacy, and Allied Medical Sciences. (Author/MLW)

  3. Extended family medicine training

    PubMed Central

    Slade, Steve; Ross, Shelley; Lawrence, Kathrine; Archibald, Douglas; Mackay, Maria Palacios; Oandasan, Ivy F.

    2016-01-01

    Abstract Objective To examine trends in family medicine training at a time when substantial pedagogic change is under way, focusing on factors that relate to extended family medicine training. Design Aggregate-level secondary data analysis based on the Canadian Post-MD Education Registry. Setting Canada. Participants All Canadian citizens and permanent residents who were registered in postgraduate family medicine training programs within Canadian faculties of medicine from 1995 to 2013. Main outcome measures Number and proportion of family medicine residents exiting 2-year and extended (third-year and above) family medicine training programs, as well as the types and numbers of extended training programs offered in 2015. Results The proportion of family medicine trainees pursuing extended training almost doubled during the study period, going from 10.9% in 1995 to 21.1% in 2013. Men and Canadian medical graduates were more likely to take extended family medicine training. Among the 5 most recent family medicine exit cohorts (from 2009 to 2013), 25.9% of men completed extended training programs compared with 18.3% of women, and 23.1% of Canadian medical graduates completed extended training compared with 13.6% of international medical graduates. Family medicine programs vary substantially with respect to the proportion of their trainees who undertake extended training, ranging from a low of 12.3% to a high of 35.1% among trainees exiting from 2011 to 2013. Conclusion New initiatives, such as the Triple C Competency-based Curriculum, CanMEDS–Family Medicine, and Certificates of Added Competence, have emerged as part of family medicine education and credentialing. In acknowledgment of the potential effect of these initiatives, it is important that future research examine how pedagogic change and, in particular, extended training shapes the care family physicians offer their patients. As part of that research it will be important to measure the breadth and uptake of

  4. Core competencies in internal medicine.

    PubMed

    Porcel, José Manuel; Casademont, Jordi; Conthe, Pedro; Pinilla, Blanca; Pujol, Ramón; García-Alegría, Javier

    2012-06-01

    The working group on Competencies of Internal Medicine from the Spanish Society of Internal Medicine (SEMI) proposes a series of core competencies that we consider should be common to all European internal medicine specialists. The competencies include aspects related to patient care, clinical knowledge, technical skills, communication skills, professionalism, cost-awareness in medical care and academic activities. The proposal could be used as a working document for the Internal Medicine core curriculum in the context of the educational framework of medical specialties in Europe.

  5. Envisioning Curriculum as Six Simultaneities

    ERIC Educational Resources Information Center

    Hussain, Hanin; Conner, Lindsey; Mayo, Elaine

    2014-01-01

    This paper uses the discourse of complexity thinking to envision curriculum as six partial and coupled facets that exist simultaneously: curriculum as structure, curriculum as process, curriculum as content, curriculum as teaching, curriculum as learning and curriculum as activity. Such a curriculum is emergent and self-organising. It is emergent…

  6. Blueprint for an Undergraduate Primary Care Curriculum.

    PubMed

    Fazio, Sara B; Demasi, Monica; Farren, Erin; Frankl, Susan; Gottlieb, Barbara; Hoy, Jessica; Johnson, Amanda; Kasper, Jill; Lee, Patrick; McCarthy, Claire; Miller, Kathe; Morris, Juliana; O'Hare, Kitty; Rosales, Rachael; Simmons, Leigh; Smith, Benjamin; Treadway, Katherine; Goodell, Kristen; Ogur, Barbara

    2016-07-12

    In light of the increasing demand for primary care services and the changing scope of health care, it is important to consider how the principles of primary care are taught in medical school. While the majority of schools have increased students' exposure to primary care, they have not developed a standardized primary care curriculum for undergraduate medical education. In 2013, the authors convened a group of educators from primary care internal medicine, pediatrics, family medicine, and medicine-pediatrics, as well as five medical students to create a blueprint for a primary care curriculum that could be integrated into a longitudinal primary care experience spanning undergraduate medical education and delivered to all students regardless of their eventual career choice.The authors organized this blueprint into three domains: care management, specific areas of content expertise, and understanding the role of primary care in the health care system. Within each domain, they described specific curriculum content, including longitudinality, generalism, central responsibility for managing care, therapeutic alliance/communication, approach to acute and chronic care, wellness and prevention, mental and behavioral health, systems improvement, interprofessional training, and population health, as well as competencies that all medical students should attain by graduation.The proposed curriculum incorporates important core features of doctoring, which are often affirmed by all disciplines but owned by none. The authors argue that primary care educators are natural stewards of this curriculum content and can ensure that it complements and strengthens all aspects of undergraduate medical education.

  7. Accuracy of shade matching performed by colour blind and normal dental students using 3D Master and Vita Lumin shade guides.

    PubMed

    Vafaee, F; Rakhshan, V; Vafaei, M; Khoshhal, M

    2012-03-01

    The purpose of this study was to investigate whether 3D Master or VitaLumin shade guides could improve colour selection in individuals with normal and defective colour vision. First, colour perception of 260 dental students was evaluated. Afterwards, 9 colour blind and 9 matched normal subjects tried to detect colours of 10 randomly selected tabs from each kit and the correct/false answers were counted. Of the colour-defective subjects, 47.8% and 33.3% correctly detected the shade using 3D Master and VitaLumin, respectively. These statistics were 62.2% and 42.2% in normal subjects. In normal participants, but not in colour blind ones, 3D Master significantly improved shade matching accuracy compared to VitaLumin.

  8. Optometric Education's Challenge: AIDS in the Curriculum.

    ERIC Educational Resources Information Center

    Wilson, Roger J.

    1988-01-01

    A national survey of schools of optometry suggests that acquired immune deficiency syndrome (AIDS) needs to be more thoroughly addressed in some curricula. Suggestions are made for curriculum development in the areas of public health, basic coursework, immunology, clinical medicine, psychology, ocular manifestations, and contact lenses. (MSE)

  9. A Proposed Athletic Training Curriculum Design.

    ERIC Educational Resources Information Center

    Halstead, Sue

    An athletic training curriculum for the training of high school coaches and physical education teachers in Virginia includes courses on: (1) athletic injuries--a basic study of human physiology and anatomy relevant to different athletic injuries; (2) the art and science of sports medicine--prevention, evaluation, treatment, and rehabilitation of…

  10. The Fairfax County Family Literacy Curriculum.

    ERIC Educational Resources Information Center

    Wong, Betsy Lindeman

    The Fairfax County Family Literacy Curriculum is designed to be used in a multi-level adult English for Speakers of Other Languages (ESOL) family literacy class. There are four modules to choose from: Introductory (self, family, and community); Government (schools and community); Health (medicine and stress); and Consumerism (shopping and making a…

  11. The new University of Colorado medical school curriculum: a pediatric perspective.

    PubMed

    Deterding, Robin R; Wong, Shale; Faries, Glenn; Glover, Jacqueline J; Garrington, Timothy P; Wang, Michael; Anderson, Marsha S; Krugman, Richard D

    2007-11-01

    The University of Colorado School of Medicine has developed an innovative 4-year undergraduate curriculum. As a strong advocate for education and curriculum reform, Dr M. Douglas Jones Jr. created an environment for pediatrics to flourish in this new curriculum. Pediatric content has increased in all years of the curriculum, and pediatric faculty have had greater opportunities to teach and seek career development in medical education. In this report, we review the process that led to curriculum reform, provide an overview of the new curriculum design, and highlight examples of the positive impact this process has had on education in pediatrics. We hope that sharing our experience, may benefit others in medical education.

  12. Knowledge and Curriculum in Veterinary Medicine.

    ERIC Educational Resources Information Center

    Parkinson, Tim

    2002-01-01

    Although medical curricula are perceived as scientifically based, much discipline-based material is used as procedural knowledge. Educators must ensure that students have both enough certainty to be effective diagnosticians and enough doubt to question assumptions about the nature of scientific knowledge. (Contains 60 references.) (SK)

  13. Fundamental Curriculum Decisions.

    ERIC Educational Resources Information Center

    English, Fenwick W., Ed.

    This yearbook provides a readable, usable, and practical summary of the most commonly applied elements of curriculum development on the contemporary educational scene. Separate chapters discuss: (1) "Contemporary Curriculum Circumstances" (Fenwick W. English); (2) "Curriculum Thinking" (George A. Beauchamp); (3) "Curriculum Content" ( B. Othanel…

  14. Contemporary Readings in Curriculum

    ERIC Educational Resources Information Center

    Stern, Barbara Slater; Kysilka, Marcella L.

    2008-01-01

    This book provides beginning teachers and educational leaders with a series of articles that can help them build their curriculum knowledge base. Features include: (1) Provides a historical context of the curriculum field, giving educators a solid foundation for curriculum knowledge; (2) Describes the political nature of curriculum and how we must…

  15. Diabetes Medicines

    MedlinePlus

    ... Problems Diabetes & Sexual & Urologic Problems Insulin, Medicines, & Other Diabetes Treatments Taking insulin or other diabetes medicines is ... also available. What medicines might I take for diabetes? The medicine you take will vary by your ...

  16. New Perspectives In Sports Medicine

    PubMed Central

    Shephard, Roy J.

    1974-01-01

    The current status of sports medicine is reviewed, with its emphasis upon treatment of the individual, particularly the elite athlete. A plea is made for greater interest in sporting activities of the general public, with emphasis upon prevention of disease. Suggestions are advanced for future research, and an appropriate curriculum for the training of the sports physician is proposed. PMID:20469052

  17. [Approach to Teaching Kampo Medicine at Kyoto Pharmaceutical University].

    PubMed

    Matsuda, Hisashi

    2016-01-01

    An approach to educating our pharmaceutical students about Kampo medicine in the six-year system of undergraduate pharmacy education at Kyoto Pharmaceutical University is introduced, including the author's opinions. Curriculum revisions have been made in our university for students entering after 2012. In teaching Kampo medicine at present, a medical doctor and an on-site pharmacist share information difficult to give in a lecture with the teaching staff in my laboratory. For example, before the curriculum revision, we conferred with a pharmacist and a doctor in the course "Kampo Medicine A, B" for 4th year students, in which students were presented a basic knowledge of Kampo medicine, the application of important Kampo medicines, combinations of crude drugs, etc. Further, in our "Introduction to Kampo Medicine" for 6th year students, presented after they have practiced in hospitals and community pharmacies, we again lecture on the pharmacological characteristics of Kampo medicines, on "pattern (Sho)", and on evidence-based medicine (EBM) and research studies of important Kampo medicines. After our curriculum revision, "Kampo Medicine A, B" was rearranged into the courses "Kampo and Pharmacognosy" and "Clinical Kampo Medicine". "Kampo and Pharmacognosy" is now provided in the second semester of the 3rd year, and in this course we lecture on the basic knowledge of Kampo medicine. An advanced lecture will be given on "Clinical Kampo Medicine" in the 6th year. We are searching for the best way to interest students in Kampo medicine, and to counteract any misunderstandings about Kampo medicine.

  18. On track for success: an innovative behavioral science curriculum model.

    PubMed

    Freedy, John R; Carek, Peter J; Dickerson, Lori M; Mallin, Robert M

    2013-01-01

    This article describes the behavioral science curriculum currently in place at the Trident/MUSC Family Medicine Residency Program. The Trident/MUSC Program is a 10-10-10 community-based, university-affiliated program in Charleston, South Carolina. Over the years, the Trident/MUSC residency program has graduated over 400 Family Medicine physicians. The current behavioral science curriculum consists of both required core elements (didactic lectures, clinical observation, Balint groups, and Resident Grand Rounds) as well as optional elements (longitudinal patient care experiences, elective rotations, behavioral science editorial experience, and scholars project with a behavioral science focus). All Trident/MUSC residents complete core behavioral science curriculum elements and are free to participate in none, some, or all of the optional behavioral science curriculum elements. This flexibility allows resident physicians to tailor the educational program in a manner to meet individual educational needs. The behavioral science curriculum is based upon faculty interpretation of existing "best practice" guidelines (Residency Review Committee-Family Medicine and AAFP). This article provides sufficient curriculum detail to allow the interested reader the opportunity to adapt elements of the behavioral science curriculum to other residency training programs. While this behavioral science track system is currently in an early stage of implementation, the article discusses track advantages as well as future plans to evaluate various aspects of this innovative educational approach.

  19. Teaching Humanities in Medicine: The University of Massachusetts Family Medicine Residency Program Experience

    ERIC Educational Resources Information Center

    Silk, Hugh; Shields, Sara

    2012-01-01

    Humanities in medicine (HIM) is an important aspect of medical education intended to help preserve humanism and a focus on patients. At the University of Massachusetts Family Medicine Residency Program, we have been expanding our HIM curriculum for our residents including orientation, home visit reflective writing, didactics and a department-wide…

  20. Occupational and environmental medicine in a family medicine residency.

    PubMed

    Eckstein, T E; Teitelbaum, H S

    2001-05-01

    Well-rounded instruction in occupational medicine as part of family medicine residency training is feasible through a program that balances a longitudinal curriculum of monthly occupational and environmental medicine (OEM) lectures, community-based OEM patient care, and worksite assessment. Such training would help equip family medicine residents to integrate occupational medicine into their practices, which, in light of a shortage of board-certified practitioners in OEM, would help fill community needs. The Intern-Resident Training Committee of Carson City Hospital in rural Michigan established both learner and institutional goals and objectives for such a program of instruction. A learner-needs assessment found appreciable interest among the residents for occupational medicine training. In addition, results of a survey of the occupational health community suggested there is inadequate coverage of OEM in medical schools and residencies. Furthermore, a focus group of occupational health managers revealed that clarity of communication and standardization of reporting were paramount concerns. Instruments for standardized OEM history and for OEM case management were developed for use within the residency continuity clinic. The curriculum was implemented with a variety of teaching strategies, including worksite assessment. Practice-based, case-oriented instruction was subsequently phased into the program as residents assumed responsibility for managing cases under the supervision of family medicine preceptors knowledgeable in OEM. An occupational medicine rotation was developed that included focused clinical exposure to OEM patients and studies that would lead to eligibility for a certificate of additional qualification in occupational medicine. Learner evaluations included chart reviews and patient satisfaction surveys. Program evaluations included interviews with occupational health managers. The residents were judged by their preceptors to have performed well. The

  1. Internationalizing the Curriculum.

    ERIC Educational Resources Information Center

    DiBiaggio, John A.; And Others

    1988-01-01

    Articles include: "A Case for Internationalizing the Curriculum" (John A. DiBiaggio); "Internationalizing the Curriculum: Higher Education Institutions in the United States" (Ralph Smuckler and Lawrence Sommers); "Economic Competitiveness and International Education" (Burkart Holzner); and "Foreign Language and…

  2. [Teaching family medicine in Lausanne].

    PubMed

    Bischoff, Thomas; Junod, Michel; Cornuz, Jacques; Herzig, Lilli; Bonvin, Raphael

    2010-12-01

    The Faculty of Biology and Medicine of Lausanne has integrated education of family medicine all along its new undergraduate medical curriculum. The Institute of general medicine is in charge to implement those offers among which two are presented hereafter. In the new module "Generalism" several courses cover the specificities of the discipline as for example medical decision in the practice. A mandatory one-month internship in the medical practice offers an experiential immersion into family medicine for all students. In a meeting at the end of their internship, students discuss in group with their peers their individual experiences and are asked to identify, based on their personal experience, the general concepts of the specialty of family medicine and general practice.

  3. Aerospace Medicine

    NASA Technical Reports Server (NTRS)

    Michaud, Vince

    2015-01-01

    NASA Aerospace Medicine overview - Aerospace Medicine is that specialty area of medicine concerned with the determination and maintenance of the health, safety, and performance of those who fly in the air or in space.

  4. Nuclear Medicine.

    ERIC Educational Resources Information Center

    Badawi, Ramsey D.

    2001-01-01

    Describes the use of nuclear medicine techniques in diagnosis and therapy. Describes instrumentation in diagnostic nuclear medicine and predicts future trends in nuclear medicine imaging technology. (Author/MM)

  5. Curriculum on Resident Education in Care of Older Adults in Acute, Transitional and Extended Care Settings

    ERIC Educational Resources Information Center

    Kumar, Chandrika; Bensadon, Benjamin A.; Van Ness, Peter H.; Cooney, Leo M.

    2016-01-01

    Most geriatric care is provided in non-hospital settings. Internal Medicine and Family Medicine residents should therefore learn about these different clinical sites and acuity levels of care. To help facilitate this learning, a geriatrics training curriculum for internal medicine residents was developed that focused on cognition, function, goals…

  6. Problematic Curriculum Development: Normative Inquiry in Curriculum.

    ERIC Educational Resources Information Center

    Berman, Louise M.

    1988-01-01

    Normative inquiry in curriculum (NIC) is concerned with a substantive, integrative approach to values so that the curriculum possesses integrity, consistency, and congruity. This article explores definitions and characteristics of NIC, analyzes the role of curricular influences and realities, provides suggestions for getting started, and answers…

  7. Curriculum Development: Teacher Involvement in Curriculum Development

    ERIC Educational Resources Information Center

    Alsubaie, Merfat Ayesh

    2016-01-01

    In order for curriculum development to be effective and schools to be successful, teachers must be involved in the development process. An effective curriculum should reflect the philosophy, goals, objectives, learning experiences, instructional resources, and assessments that comprise a specific educational program ("Guide to curriculum…

  8. Cultures of Curriculum. Studies in Curriculum Theory.

    ERIC Educational Resources Information Center

    Joseph, Pamela Bolotin; Bravmann, Stephanie Luster; Windschitl, Mark A.; Mikel, Edward R.; Green, Nancy Stewart

    This book is designed to foster awareness, examination, and deliberation about the curricula planned for and carried out in classrooms and schools. The framework of inquiry elucidates the concept of curriculum as culture; highlights patterns of curricular thinking that have influenced the development of the concept of cultures of curriculum; gives…

  9. Curriculum Development in Geomorphology.

    ERIC Educational Resources Information Center

    Gregory, Kenneth J.

    1988-01-01

    Examines the context of present curriculum development in geomorphology and the way in which it has developed in recent years. Discusses the content of the geomorphology curriculum in higher education and the consequences of curriculum development together with a consideration of future trends and their implications. (GEA)

  10. Autobody Technology Curriculum Guide.

    ERIC Educational Resources Information Center

    Idaho State Dept. of Education, Boise. Div. of Vocational Education.

    This Idaho state curriculum guide provides lists of tasks, performance objectives, and enabling objectives for instruction in auto body technology. Following a curriculum framework that explains major content, laboratory activities, and intended outcomes, the document lists all tasks covered in the curriculum. The bulk of the document consists of…

  11. Manufacturing Education Curriculum Project.

    ERIC Educational Resources Information Center

    Umstattd, William D.

    The Manufacturing Education Curriculum Project's feasibility study concerned with industrial arts curriculum development in manufacturing for the senior high school level is described. The need for an industrial arts curriculum which meets and reflects present and future trends is discussed in the introduction, followed by a review of the…

  12. Instrument for Curriculum Evaluation.

    ERIC Educational Resources Information Center

    Huetteman, Julie Doidge; Benson, RoseAnn

    A comprehensive Instrument for Curriculum Evaluation (ICE) was developed to qualitatively and quantitatively evaluate curriculum materials. The instrument contains 115 statements for assessing 11 aspects of curriculum: philosophy, needs assessment, theme, goals, learning objectives and standards, scope and sequence, field testing, instructor…

  13. Automotive Technology Curriculum Guide.

    ERIC Educational Resources Information Center

    Idaho State Dept. of Education, Boise. Div. of Vocational Education.

    This Idaho state curriculum guide provides lists of tasks, performance objectives, and enabling objectives for instruction in automotive technology. The document begins with a list of all tasks covered by the curriculum, a short course outline, and a curriculum framework that explains major content, laboratory activities, and intended outcomes.…

  14. Applied Algebra Curriculum Modules.

    ERIC Educational Resources Information Center

    Texas State Technical Coll., Marshall.

    This collection of 11 applied algebra curriculum modules can be used independently as supplemental modules for an existing algebra curriculum. They represent diverse curriculum styles that should stimulate the teacher's creativity to adapt them to other algebra concepts. The selected topics have been determined to be those most needed by students…

  15. Business Education Curriculum.

    ERIC Educational Resources Information Center

    Alaska State Dept. of Education, Juneau. Div. of Adult and Vocational Education.

    This guide gives information on the skills and knowledge that students should acquire in a secondary-level business education program. Section 1 introduces the competency-based curriculum and discusses curriculum delivery systems, the role of the teacher in curriculum development, and options for program development. Goals, competencies, and…

  16. Full Accounting for Curriculum.

    ERIC Educational Resources Information Center

    Paddock, Marie-Louise

    1988-01-01

    Given the curriculum's importance in the educational process, curriculum evaluation should be considered as essential as a district financial audit. When Fenwick English conducted a 1979 curriculum audit of Columbus, Ohio, schools, the accounting firm encountered numerous problems concerning development, review, and management practices. Planning…

  17. Heart failure - medicines

    MedlinePlus

    CHF - medicines; Congestive heart failure - medicines; Cardiomyopathy - medicines; HF - medicines ... You will need to take most of your heart failure medicines every day. Some medicines are taken ...

  18. Evaluation of Teaching Veterinary Medicine at the University of Nairobi.

    ERIC Educational Resources Information Center

    Lindstrom, U. B.

    1976-01-01

    A survey of graduates from the University of Nairobi, Kenya in the field of veterinary medicine is reported. Areas covered include curriculum; teaching techniques; quality of faculty; and examinations. (JMF)

  19. Graduate Training in Toxicology in Colleges of Veterinary Medicine.

    ERIC Educational Resources Information Center

    Robens, J. F.; Buck, W. B.

    1979-01-01

    Presented are an American Board of Veterinary Toxicology survey and evaluation of the training resources available in graduate programs in toxicology located in colleges of veterinary medicine. Regulatory toxicology, number of toxicologists needed, and curriculum are also discussed. (JMD)

  20. Epidemiology and Herd Health Training in the School of Veterinary Medicine, Louisiana State University.

    ERIC Educational Resources Information Center

    Archbald, L. F.; Hagstad, H. V.

    1978-01-01

    At Louisiana State University School of Veterinary Medicine, training in preventive medicine is incorporated into all four years of the curriculum. The curriculum is described with focus on the fourth year practical course that involves problem solving, using various herds in the area. (JMD)

  1. The Senior Mentor Program at Duke University School of Medicine

    ERIC Educational Resources Information Center

    Heflin, Mitchell T.

    2006-01-01

    The Duke University School of Medicine has a unique curriculum in which students complete basic sciences in year 1 and clinical clerkships in year 2, making way for an entire year of independent study in year 3. Into this compact curriculum, education in geriatrics has been successfully introduced through focused exercises and activities…

  2. Project ASPIRE: Incorporating Integrative Medicine Into Residency Training

    PubMed Central

    Nawaz, Haq; Via, Christina M.; Ali, Ather; Rosenberger, Lisa D.

    2016-01-01

    Griffin Hospital, a community hospital affiliated with Yale School of Public Health and Yale School of Medicine, received Health Resources and Services Administration funding to strengthen and improve its combined internal medicine and general preventive medicine residency program by incorporating an integrative medicine curriculum. The purpose of project ASPIRE (Advancing Skills of Preventive medicine residents through Integrative medicine Education, Research and Evaluation) was to create, implement, and evaluate a needs-based, innovative training curriculum in integrative medicine. Through this robust new training, the authors aimed to produce preventive medicine-trained physicians with competencies in integrative medicine to collaboratively work with other integrative medicine practitioners in interdisciplinary teams to provide holistic, patient-centered care. The multifaceted collaborative curriculum was composed of didactics, grand rounds, journal club, objective structured clinical examinations, and two new practicum rotations in integrative medicine. The new practicum rotations included block rotations at the Integrative Medicine Center at Griffin Hospital and the Yale Stress Center. Between 2012 and 2014, three cohorts participated in the curriculum; two of these cohorts included three advanced preventive medicine residents each and the fourth included four residents. Project faculty conducted 14 lectures and journal clubs, and two grand rounds. Six of the ten participating residents (60%) completed integrative medicine clinical rotations. Residents’ attitudes toward integrative medicine were evaluated through self-assessment using the Complementary, Alternative, and Integrative Medicine Attitudes Questionnaire; data were analyzed in 2015. This article describes the results of this prospective observational study based on single-institution experience over the course of the 2-year project period. PMID:26477907

  3. Comparative assessment of the organization of the colors of the Vita Classical color pallet by digital images and visual analysis for dental bleaching

    NASA Astrophysics Data System (ADS)

    Oliveira-Júnior, O. B.; Cioffi, Mariana S.; Cesnik, R. M.; Florez, Fernando L. E.; Bagnato, Vanderlei S.; Corrêa-dos-Santos, Diego R.; Fornazari, Fabio P.

    2009-02-01

    New formularizations, techniques and devices have become the dental whitening most safe and with better results. Although this, the verification of the levels whitening is being continued for visual comparison, that is an empirical, subjective method, subject to errors and dependent of the individual interpretation. Normally the result of the whitening is express for the amplitude of displacement between the initial and the final color, being take like reference the tonalities of a scale of color commanded of darkest for more clearly. Although to be the most used scale , the ordinance of the Vita Classical ® - Vita, according to recommendations of the manufacturer, reveals inadequate for the evaluation of the whitening. From digital images and of algorithm OER (ordinance of the reference scale), especially developed for the ScanWhite ©, the ordinance of the tonalities of the scale Vita Classical® was made. For such, the values of the canals of color R, G, and B of medium part average of the crowns was adopted as reference for evaluation. The images had been taken with the camera Sony Cybershoot DSC F828. The results of the computational ordinance had been compared with the sequence proposal for the manufacturer and with the earned one for the visual evaluation, carried through by 10 volunteers, under standardized conditions of illumination. It statistics analyzes demonstrated significant differences between the ordinances.

  4. What Makes the Learning of Physiology in a PBL Medical Curriculum Challenging? Student Perceptions

    ERIC Educational Resources Information Center

    Tufts, Mark A.; Higgins-Opitz, Susan B.

    2009-01-01

    Physiology is an integral component of any medical curriculum. Traditionally, the learning of physiology has relied heavily on systems-based didactic lectures. In 2001, the Nelson R. Mandela School of Medicine (NRMSM; Durban, South Africa) embarked on a problem-based curriculum in which the learning of physiology was integrated with relevant…

  5. Building a Sense of Ownership to Facilitate Change: The New Curriculum

    ERIC Educational Resources Information Center

    Elizondo-Montemayor, Leticia; Hernandez-Escobar, Claudia; Ayala-Aguirre, Francisco; Aguilar, Graciela Medina

    2008-01-01

    Just as trends in medical education are changing continuously, so must curricula. To keep pace with such trends the School of Medicine Tec de Monterrey, Mexico, underwent a curriculum reform process with the goal of developing a new educational model and reducing resistance to change. The Curriculum Committee created seven subcommittees involving…

  6. Care at the End of Life: A Novel Curriculum Module Implemented by Medical Students.

    ERIC Educational Resources Information Center

    Magnani, Jared W.; Minor, Melissa A.; Aldrich, Jon Matthew

    2002-01-01

    Describes the development, implementation, and evaluation of a curriculum module on end-of-life care developed by medical students and implemented at Stanford University School of Medicine. The curriculum teaches students a protocol for communicating with patients when breaking bad news and discussing treatment options. (EV)

  7. A Competency-Based Medical Student Curriculum Targeting Key Geriatric Syndromes

    ERIC Educational Resources Information Center

    van Zuilen, Maria H.; Rodriguez, Osvaldo; Mintzer, Michael J.; Paniagua, Miguel A.; Milanez, Marcos N.; Ruiz, Jorge G.; Kaiser, Robert M.; Roos, Bernard A.

    2008-01-01

    The University of Miami Miller School of Medicine (UMMSM) has developed and implemented a competency-based undergraduate medical education (UME) curriculum that targets 61 learning objectives for three geriattic syndromes: dementia, falls, and delirium. This curriculum redesign changed the educational focus from what is taught to what is learned.…

  8. Undergraduate Medical Education and the Elective System: Experience with the Duke Curriculum, 1966-75.

    ERIC Educational Resources Information Center

    Gifford, James F., Jr., Ed.; And Others

    In view of increased public demand since 1965 for medical curriculum re-evaluation, the Duke University School of Medicine offered the first new model of medical education responsive to social pressures for change. The new Duke curriculum included presentation by each basic science department of the core of principles and information considered…

  9. Population medicine in a curricular revision at Case Western Reserve.

    PubMed

    Ornt, Daniel B; Aron, David C; King, Nicholas B; Clementz, Laura M; Frank, Scott; Wolpaw, Terry; Wilson-Delfosse, Amy; Wolpaw, Daniel; Allan, Terrence M; Carroll, Matthew; Thompson-Shaheen, Karen; Altose, Murray D; Horwitz, Ralph I

    2008-04-01

    Inclusion of population medicine in a medical school curriculum has received growing attention. Recently, the Association of American Medical Colleges has highlighted this issue through support of the Regional Medicine and Public Health Education Centers initiative. The Case Western Reserve University School of Medicine joined this consortium while implementing a new curriculum in which population medicine would be an underlying theme woven with the classic science elements of disease. The organization for the first two years of the new curriculum, which was implemented in 2006, is a six-block structure during which the basic sciences are learned with key concepts of population medicine woven throughout. The focus for this article is Block One, in which population medicine is the major emphasis of the introduction to medicine. The first week, students learn social determinants, impact on communities, and social aspects of diabetes mellitus, even before addressing a patient's clinical presentation. Emphasis on student-centered learning is undertaken as part of the new curriculum, using a series of weekly, case-based, small-group sessions. This type of group learning is used throughout Block One as students encounter key components of population medicine. A thesis requirement was also introduced as a mechanism to emphasize research with opportunities for research in population medicine as well as other medical sciences. A variety of mechanisms are described to measure the outcomes of Block One.

  10. Theoretical model for VITA-educed coherent structures in the wall region of a turbulent boundary layer

    NASA Technical Reports Server (NTRS)

    Landahl, Marten T.

    1988-01-01

    Experiments on wall-bounded shear flows (channel flows and boundary layers) have indicated that the turbulence in the region close to the wall exhibits a characteristic intermittently formed pattern of coherent structures. For a quantitative study of coherent structures it is necessary to make use of conditional sampling. One particularly successful sampling technique is the Variable Integration Time Averaging technique (VITA) first explored by Blackwelder and Kaplan (1976). In this, an event is assumed to occur when the short time variance exceeds a certain threshold multiple of the mean square signal. The analysis presented removes some assumptions in the earlier models in that the effects of pressure and viscosity are taken into account in an approximation based on the assumption that the near-wall structures are highly elongated in the streamwise direction. The appropriateness of this is suggested by the observations but is also self consistent with the results of the model which show that the streamwise dimension of the structure grows with time, so that the approximation should improve with the age of the structure.

  11. For an indeterministic ethics. The emptiness of the rule in dubio pro vita and life cessation decisions

    PubMed Central

    Pavlovic, Dragan; Lehmann, Christian; Wendt, Michael

    2009-01-01

    It is generally claimed that there exist exceptional circumstances when taking human life may be approved and when such actions may be justified on moral grounds. Precise guidelines in the medical field for making such decisions concerning patients who are terminally ill or have irreparable injuries incompatible with a bearable life, are difficult to establish. Recommendations that take the particular logical form of a rule, such as "in dubio pro vita", "when in doubt favour life") have been suggested and in some countries incorporated into legal texts (Germany). We claim here that such a rule is of no value since it is open-ended and always allows for doubt, and a decision to employ measures that would support human life could always be argued to be a valid choice. Preservation of this rule could be encouraged, but giving it the force of law may put physicians at risk, as they may be challenged for choosing to terminate life in otherwise ethically and medically uncontroversial circumstances. PMID:19442284

  12. Family Medicine Residency Program Directors Attitudes and Knowledge of Family Medicine CAM Competencies

    PubMed Central

    Gardiner, Paula; Filippelli, Amanda C.; Lebensohn, Patricia; Bonakdar, Robert

    2013-01-01

    Context Little is known about the incorporation of integrative medicine (IM) and complementary and alternative medicine (CAM) into family medicine residency programs. Objective The Society for Teachers of Family Medicine (STFM) approved a set of CAM/IM competencies for family medicine residencies. We hope to evaluate with an online survey tool, whether residency programs are implementing such competencies into their curriculum. We also hope to assess the knowledge and attitudes of Residency Directors (RDs) on the CAM/IM competencies. Design A survey was distributed by the CAFM (Council of Academic Family Medicine) Educational Research Alliance to RDs via email. The survey was distributed to 431 RDs. Of those who received it, 212 responded for a response rate of 49.1%. Questions assessed the knowledge and attitudes of CAM/IM competencies and incorporation of CAM/IM into residency curriculum. Results Forty-five percent of RDs were aware of the competencies. In term of RD attitudes, 58% reported that CAM/IM is an important component of residents' curriculum yet, 60% report not having specific learning objectives for CAM/IM in their residency curriculum. Among all programs, barriers to CAM/IM implementation included: time in residents' schedules (77%); faculty training (75%); access to CAM experts (43%); lack of reimbursement (43%), and financial resources (29%). Conclusions While many RDs are aware of the STFM CAM/IM competencies and acknowledge their role in residence education, there are many barriers preventing residencies to implementing the STFM CAM/IM competencies. PMID:24021471

  13. How we teach military medicine to medical cadets at Phramongkutklao College of Medicine.

    PubMed

    Panichkul, Suthee; Rangsin, Ram; Aimpun, Pote; Mungthin, Mathirut; Pradubpongsa, Panitan; Heebthamai, Danai; Areekul, Wirote

    2009-02-01

    Phramongkutklao College of Medicine has a unique curriculum for "Military Medicine." Military Medicine involves prevention, threat assessment, evacuations and clinical management of diseases and injuries resulting from military occupational exposures. The Military Medicine curriculum covers all the entities of knowledge of Military Sciences, Combat Medical Skills, Military Preventive Medicine, Military Applied Physiology and Military Contingency Medicine. The highlight of the curriculum is "Operation Petcharavut" that represents simulated battlefield operations, involving multidisciplinary clinical integration and military regulation. In this course, medical cadets review all the knowledge that they have learnt and in addition, Medical Platoon leader strategies, Advanced Cardiac Life support and Phramongkutklao Traumatic Life support, crucial medical practices. Medical cadets would experience simulated patients with minimal injuries to critical wounds and complications including combat stress syndromes in various situations, from advancing to retreating units and from Battalion Aid Station to Division Medical Operations Center, whether during day or night. Since the medical cadets experience all Military Medicine courses from the second to the sixth year class and pass all medical knowledge-based examinations, Phramongkutklao College of Medicine expects all graduates to be excellent in not only all standard requirements of the medical professional set forth by the Medical Council of Thailand but also ready to serve the nation effectively in the Royal Thai Armed Forces.

  14. Herbal Medicine

    MedlinePlus

    ... for its scent, flavor, or therapeutic properties. Herbal medicines are one type of dietary supplement. They are ... and fresh or dried plants. People use herbal medicines to try to maintain or improve their health. ...

  15. Diabetes Medicines

    MedlinePlus

    Diabetes means your blood glucose, or blood sugar, levels are too high. If you can't control your diabetes with wise food choices and physical activity, you may need diabetes medicines. The kind of medicine you take depends ...

  16. Curriculum Revitalization Initiative at Tulane

    PubMed Central

    2015-01-01

    Tulane School of Public Health and Tropical Medicine launched its curriculum revitalization initiative to examine the Master of Public Health degrees (MPH). The initiative will enhance excellence in MPH education and incorporate innovative teaching approaches. Taskforces determined the MPH core should provide the foundation for public health, integrate knowledge across public health areas, and develop skills and methods needed in practice. The MPH is being updated to provide specialized study that builds skills and practical applications based on theory and evidence-based approaches. Eleven graduate certificates were developed to provide a second area of specialization. Practica are viewed as increasingly important for students without practical experience. Teaching methods will incorporate more technology including online modules for a blended classroom approach. PMID:25706011

  17. [SPORT MEDICINE].

    PubMed

    Constantini, Naama; Mann, Gideon

    2016-06-01

    Sports Medicine is a relatively new subject in medicine and includes a variety of medical and paramedical fields. Although sports medicine is mistakenly thought to be mainly for sports professionals/athletes, it actually encompasses the entire population, including the active and non-active healthy populations, as well as the sick. Sports medicine also engages amateur sportsmen and strives to promote physical activity and quality of life in the general population. Hence, the field involves all ages from childhood to old age, aiming to preserve and support every person at every age. Sports medicine, which started developing in the 19th century, is today a specialty, primary or secondary, in many countries, while in others it is a fellowship or under the jurisdiction of local or sports authorities. In Israel, the field exists since the 1950's and is advanced. The Sports Medicine Society founded a 3-year course of continued education in sport medicine as part of the Tel-Aviv University Faculty of Medicine. Later on, a fellowship in general Sports Medicine and in Orthopedic Sports Medicine were developed within the Israel Medical Association. A year ago, Israel formally became a member of the global "Exercise is Medicine" foundation, and under this title promotes education for health care providers on exercise prescription. The understanding of the importance of physical activity and fitness as part of a healthy lifestyle is increasing in Israel, as well as the number of amateur athletes, and the profession of sports medicine takes a big part in this process.

  18. Complementary and Alternative Medicine Education in United States Pharmacy Schools.

    ERIC Educational Resources Information Center

    Rowell, Donna M.; Kroll, David J.

    1998-01-01

    Survey of 50 pharmacy schools investigated the degree to which instruction in complementary and alternative medicine (CAM) was included in the pharmacy curriculum, and use of alternative practitioners as instructors. Almost three-quarters offered coursework in herbal medicine or other areas of CAM; about half offered other alternative medicine…

  19. Essential veterinary education in avian medicine: a global perspective.

    PubMed

    Capua, I; Terregino, C; Castagnaro, M

    2009-08-01

    Avian medicine is a relatively recent discipline in the veterinary curriculum, and is definitely not considered a topical issue. However, in the face of a growing demand for poultry meat worldwide, and in view of the health issues surrounding wild, exotic and pet birds, the relevance of avian medicine should be acknowledged and taken into account when revising curricula.

  20. Environmental Education Curriculum.

    ERIC Educational Resources Information Center

    Adams, Diane; And Others

    Described is a K-5 curriculum developed by teachers for use in conjunction with an outdoor learning site adjacent to their school. A curriculum matrix depicts the sequence of organisms, habitats, and soil characteristics that students in each grade level should study. Also included is background information about the site for teachers. Organized…

  1. Cosmetology. Secondary Curriculum Guide.

    ERIC Educational Resources Information Center

    Moye, Michael D.; And Others

    This curriculum guide is designed to offer guidelines along with supporting resources and teaching ideas from which the local secondary instructor can extract a cosmetology curriculum that meets local needs. Following an outline of the philosophy and goals underlying state and local vocational education programs in Georgia, the purpose and…

  2. Soviet Arts Curriculum Guide.

    ERIC Educational Resources Information Center

    San Diego County Office of Education, CA.

    This extensive curriculum guide was written in conjunction with the San Diego Arts Festival of Soviet Arts in 1989. It aimed to provide teachers with insights and ideas about arts in the Soviet Union before, during, and after the Arts Festival. A curriculum model is presented at the beginning of the guide to illustrate how the lessons were…

  3. Marketing Education Curriculum Guide.

    ERIC Educational Resources Information Center

    Michigan State Univ., East Lansing. Coll. of Agriculture and Natural Resources Education Inst.

    This curriculum guide is intended to provide a common core of competencies from which to design an effective secondary marketing education program. Introductory materials include a definition of marketing education, objectives, outline of instructional content, and questions and answers regarding the curriculum guide. These practical materials are…

  4. Emotionally Impaired Elementary Curriculum.

    ERIC Educational Resources Information Center

    Taulbee, Dianne R.; And Others

    A curriculum is presented for teaching emotionally impaired elementary students. The curriculum document describes program management techniques, strategies for developing and maintaining teacher-student relationships, and therapy/change systems. It outlines referral and eligibility procedures and exit criteria. It contains job descriptions for…

  5. Emotionally Impaired Elementary Curriculum.

    ERIC Educational Resources Information Center

    Taulbee, Dianne R.; And Others

    The Jackson County (Michigan) Intermediate School District curriculum for teaching emotionally impaired elementary students is presented. The curriculum document describes program management techniques, strategies for developing and maintaining teacher-student relationships, and therapy/change systems. It outlines referral and eligibility…

  6. Into the Curriculum.

    ERIC Educational Resources Information Center

    School Library Media Activities Monthly, 1991

    1991-01-01

    Provides fully developed library media activities designed for specific curriculum units. Curriculum areas represented include reading and language arts (proverbs and fables, letters of the alphabet, and biographies); science (the study of Gregor Mendel and genetics, oil resources); and social studies (global awareness). (LRW)

  7. Curriculum Reviews: Solar Energy.

    ERIC Educational Resources Information Center

    Riley, Joseph P.

    1982-01-01

    Reviews Solar Energy Education Project (SEEP), a set of 10 curriculum guides emphasizing process skills as well as content for grades K-9. Solar concepts are taught almost exclusively through process activities and, although developed in Australia, the curriculum is easily adaptable to American classrooms. (Author/JN)

  8. Medical Services Assistant Curriculum.

    ERIC Educational Resources Information Center

    Leeman, Phyllis A.

    Designed to develop 12th-grade multiple competencies courses, this curriculum prepares the student to assist a physician, dentist, or other health professional with the management of a medical office and to perform basic health services procedures. Course descriptions are provided for the two courses in the curriculum: medical services assistant…

  9. Equasions for Curriculum Improvement.

    ERIC Educational Resources Information Center

    Eckenrod, James S.

    1986-01-01

    Describes the Technology in Curriculum (TIC) program resource guides which will be distributed to California schools in the fall of 1986. These guides match available instructional television programs and computer software to existing California curriculum guides in order to facilitate teachers' classroom use. (JDH)

  10. Criticism and the Curriculum.

    ERIC Educational Resources Information Center

    Smith, Paul; Foulke, Robert D.

    1964-01-01

    A revised English curriculum, based upon different kinds of literary criticism, is counseled in this two-part paper. Part 1 identifies four kinds of criticism--formalist, synoptic, extrinsic, and stylistic. A conventional English Curriculum is briefly outlined. Curricular theories are discussed and positive and negative attempts to define…

  11. Dependent Handicapped: Curriculum Guide.

    ERIC Educational Resources Information Center

    Alberta Dept. of Education, Edmonton.

    The curriculum guide takes a transdisciplinary approach to developing skills in severely and profoundly retarded students. The introductory section explains that the curriculum incorporates the principles of student dignity, a developmental focus, normalization and a continuum of services, and systematic teaching strategies. Offered are guidelines…

  12. A Curriculum for Curiosity

    ERIC Educational Resources Information Center

    Cushman, Mike

    2012-01-01

    Michael Gove has correctly lambasted the current curriculum for information and communication technology (ICT): his proposed solution is as wrong as the current curriculum, as findings from the Penceil Research Project on how to engage non-users of ICTs demonstrate. Learning how to use a word processor and a spreadsheet is a useful low-level…

  13. Business Mathematics Curriculum.

    ERIC Educational Resources Information Center

    EASTCONN Regional Educational Services Center, North Windham, CT.

    This curriculum guide for teaching business mathematics in the Connecticut Vocational-Technical School System is based on the latest thinking of instructors in the field, suggestions from mathematics authorities, and current instructional approaches in education. The curriculum guide consists of six sections: (1) career relationships and…

  14. Curriculum Guides for SSSQ.

    ERIC Educational Resources Information Center

    McCarron, Lawrence; And Others

    The curriculum guide was designed to teach prevocational and independent living skills to students with a wide range of handicapping conditions. The SSSQ (Street Survival Skills Questionnaire) curriculum presents information on objectives, materials, suggested performance criteria, teacher strategies, and specific students activities for the…

  15. Teachers Guide Curriculum Reform

    ERIC Educational Resources Information Center

    Gretka, Kristen L.

    2010-01-01

    The duties teachers are expected to implement continue to increase. Many times teachers are responsible for instructing students and creating curriculum. With the duties multiplying, teachers' frustrations intensify. The purpose of the project was to explore the teachers' feelings about the district's current language arts curriculum, and identify…

  16. Winthrop College Transformed Curriculum.

    ERIC Educational Resources Information Center

    Hawisher, Margaret F.

    Dealing with the issue of a changing society and recognizing that teacher education has remained basically unchanged for 100 years, the faculty of the Winthrop College School of Education agreed to take the risk involved with transforming the teacher education curriculum. Three interdisciplinary teams have identified curriculum to be taught to…

  17. Nuclear Age Education Curriculum.

    ERIC Educational Resources Information Center

    Oregon State Dept. of Education, Salem.

    The primary goal of the Oregon nuclear age education curriculum is to develop in students the knowledge and skills needed to meet the challenges of living in a nuclear age. This curriculum is developed around five general themes, each corresponding to a specific unit. The general goals for the units are: (Unit 1) to increase students' exposure to…

  18. Writing across the Curriculum.

    ERIC Educational Resources Information Center

    Smith, Barbara Leigh, Ed.

    1983-01-01

    The writing across the curriculum movement is discussed in six articles. Barbara Leigh Smith's introductory article, "Writing Across the Curriculum: What's at Stake?" reviews the rationale for this movement, including the declining emphasis on writing in high schools and colleges. In the "Winds of Change: Thomas Kuhn and the…

  19. Prekindergarten Curriculum Guidelines.

    ERIC Educational Resources Information Center

    Fowler, Marilyn; Meyers, Margaret E.; Morris, Pam Bell; Gonzales, Peggy Freedson; Uphaus, Anita

    Following adoption of the Texas Essential Knowledge and Skills (TEKS) in 1998, new prekindergarten curriculum guidelines were developed. These voluntary guidelines articulate what 3- and 4-year-olds should know and be able to do and provide a means to align prekindergarten programs with the TEKS curriculum. The guidelines are intended to assist…

  20. Brownstone Afterschool Curriculum.

    ERIC Educational Resources Information Center

    Institute for Children and Poverty, New York, NY.

    Acknowledging the changes that poor and homeless students have experienced, this curriculum guide uses change to focus on the challenges found in transitioning into a new environment. The premise underlying the curriculum is that the forces that shape human life are constantly changing, and in order to give meaning to these changes, students must…

  1. Solar Technology Curriculum, 1980.

    ERIC Educational Resources Information Center

    Seward County Community Coll., Liberal, KS.

    This curriculum guide contains lecture outlines and handouts for training solar technicians in the installation, maintenance, and repair of solar energy hot water and space heating systems. The curriculum consists of four modular units developed to provide a model through which community colleges and area vocational/technical schools can respond…

  2. Training Student Organizers Curriculum.

    ERIC Educational Resources Information Center

    Zamm, Michael; Hurtado, Denise

    The purpose of this curriculum is to help teachers and field supervisors at the college, high school, and advanced junior high school level train students to organize environmental improvement projects. It can also be used by graduate/undergraduate students who are supervising secondary school students. The curriculum may be started at any point…

  3. Criminal Justice Curriculum Models.

    ERIC Educational Resources Information Center

    Lumb, Richard C.; Alm, Mary

    This report outlines three new curriculum models for criminal justice developed as part of the North Carolina Community College System's Curriculum Improvement Project (CIP): the "Generalist"; "Generalist-with-Options" for a Law Enforcement Specialty, Corrections Specialty, or Protective Services Specialty; and "Generalist…

  4. Chemistry: Curriculum Guide.

    ERIC Educational Resources Information Center

    Harlandale Independent School District, San Antonio, TX. Career Education Center.

    The guide is arranged in vertical columns relating the chemistry curriculum concepts to curriculum performance objectives, career concepts and career performance objectives, suggested teaching methods, and resource materials. Occupational information for 40 different occupations includes job duties, educational requirements, salary range, and…

  5. International Education Curriculum Guidelines.

    ERIC Educational Resources Information Center

    Washington Office of the State Superintendent of Public Instruction, Olympia.

    This curriculum guide is intended to integrate international education into the curriculum of elementary and secondary schools in Washington State. Section 1, "Introduction," comprises a brief list of statistical data about Washington and the world, and a copy of the 1987 Washington State international education legislation. Section 2,…

  6. Illinois Manufacturing Technology Curriculum.

    ERIC Educational Resources Information Center

    Cliffe, Roger; And Others

    This manufacturing technology curriculum involves students in learning problem-solving, communication, team building, quality control, safety, math, science, and technical skills. The document begins with a section on implementation, which gives background information on the purposes and development of the curriculum, explains its rationale,…

  7. Curriculum Guide Construction Cluster.

    ERIC Educational Resources Information Center

    Kline, Ken

    As part of a model construction cluster curriculum development project, this guide was developed and implemented in the Beaverton (Oregon) School District. The curriculum guide contains 16 units covering the following topics: introduction to construction jobs; safety and first aid; blueprint readings; basic mathematics; site work; framing; roofing…

  8. Constituting the Workplace Curriculum

    ERIC Educational Resources Information Center

    Billett, Stephen

    2006-01-01

    This paper advances some bases for a workplace curriculum. These are premised on conceptions of curriculum as intents directed to individual's progression towards full and effective workplace performance, yet whose enactment is shaped by workplace factors and is ultimately experienced by workers as learners. So whether the intentions will be…

  9. Arts in the Curriculum.

    ERIC Educational Resources Information Center

    Weinstock, Ruth

    This monograph, part of an ongoing series, discusses the need for school arts programs and provides some examples of how the arts can be infused into the regular curriculum at the elementary level. Support systems for such programs are also discussed. Properly conceived, the arts constitute a great integrating force in the curriculum. To achieve…

  10. A Critical Humanist Curriculum

    ERIC Educational Resources Information Center

    Magill, Kevin; Rodriguez, Arturo

    2015-01-01

    This essay is a critical humanist discussion of curriculum; a departure from the technicist view of education [education meant to support a global capitalist economy] and an analysis of curriculum considering critical humanism, political economy and critical race theory among other modes of critical analysis and inquiry. Our discussion supports a…

  11. Fire Science Curriculum Guide.

    ERIC Educational Resources Information Center

    Oregon State Board of Education, Salem.

    This curriculum guide, developed in cooperation with the State Advisory Committee on Fireman Training for Post-High School Preparatory Programs, summarizes the need for formal training programs in fire protection and offers guidelines for their establishment. It is also a practical handbook for the planning of fire protection curriculums and…

  12. The Galapagos Jason Curriculum.

    ERIC Educational Resources Information Center

    National Science Teachers Association, Arlington, VA.

    The JASON Curriculum Project materials are designed to prepare teachers and students for an exploration around the Galapagos Islands via satellite transmission of live images and sound. This curriculum package contains five units, 25 lesson plans, and over 50 activities, along with teacher background material, student worksheets and readings, a…

  13. Data Processing Curriculum Guide.

    ERIC Educational Resources Information Center

    Payne, James; And Others

    This competency-based data processing curriculum guide consists of a total of 65 curriculum worksheets dealing with data entry, computer operations, and computer programing. Provided in each worksheet are the following materials: a duty title, a task description, a pretest, references and resources, student learning activities, teacher activities,…

  14. Developing and Implementing a Multispecialty Graduate Medical Education Curriculum on Screening, Brief Intervention, and Referral to Treatment (SBIRT)

    ERIC Educational Resources Information Center

    Tetrault, Jeanette M.; Green, Michael L.; Martino, Steve; Thung, Stephen F.; Degutis, Linda C.; Ryan, Sheryl A.; Martel, Shara; Pantalon, Michael V.; Bernstein, Steven L.; O'Connor, Patrick G.; Fiellin, David A.; D'Onofrio, Gail

    2012-01-01

    The authors sought to evaluate the feasibility and acceptability of initiating a Screening, Brief Intervention, and Referral to Treatment (SBIRT) for alcohol and other drug use curriculum across multiple residency programs. SBIRT project faculty in the internal medicine (traditional, primary care internal medicine, medicine/pediatrics),…

  15. Planning for a School of Clinical Medicine

    ERIC Educational Resources Information Center

    Creditor, Morton C.

    1976-01-01

    Describes briefly the objectives, problem-oriented educational process, 4-phase curriculum, and resources of a new 3-year School of Clinical Medicine, part of a decentralized and regionalized scheme of medical education designed to improve geographic distribution of graduates, increase incentive to enter primary care specialties, and assure…

  16. Dermatologic Practice: Implications for a Primary Care Residency Curriculum.

    ERIC Educational Resources Information Center

    Branch, William T., Jr.; And Others

    1983-01-01

    The problems encountered, diagnostic procedures performed, and treatments prescribed in dermatology were studied in a primary care practice and in a dermatology clinic. It is proposed that the findings of this study be the basis for designing a curriculum in dermatology for residents in primary care medicine. (Author/MLW)

  17. A Required and Elective Curriculum in Ethics for Medical Students.

    ERIC Educational Resources Information Center

    Frank, Hugh A.

    1988-01-01

    An introduction to medical ethics has been incorporated into the core curriculum by the inclusion of four courses in social and behavioral sciences at the University of California, San Diego, School of Medicine. The ethical dimensions of the subjects being considered are thoroughly explored in the group discussions. (MLW)

  18. Curriculum and Community--How Can They be Combined?

    ERIC Educational Resources Information Center

    Dickson, Alec

    1973-01-01

    Specific examples of curriculum-based community service from elementary through university level are cited in response to criticisms of education. The use of resources in assisting professionals is cited in several contexts: social work, medicine, police work, etc. The particular emphasis is on youth, especially those readily available. (AG)

  19. A Preventive Health Care and Safety Curriculum for an Industry.

    ERIC Educational Resources Information Center

    Mooney, Kathleen R.

    The preventive health care curriculum described in this paper was designed for the employees of Autotech Automatic Test Equipment Division in Los Angeles, California. First, the paper describes Autotech, and its health insurance and on-site health facilities. Next, a rationale is provided for offering employees classes on preventive medicine and…

  20. Curriculum Mapping with Academic Analytics in Medical and Healthcare Education

    PubMed Central

    Komenda, Martin; Víta, Martin; Vaitsis, Christos; Schwarz, Daniel; Pokorná, Andrea; Zary, Nabil; Dušek, Ladislav

    2015-01-01

    Background No universal solution, based on an approved pedagogical approach, exists to parametrically describe, effectively manage, and clearly visualize a higher education institution’s curriculum, including tools for unveiling relationships inside curricular datasets. Objective We aim to solve the issue of medical curriculum mapping to improve understanding of the complex structure and content of medical education programs. Our effort is based on the long-term development and implementation of an original web-based platform, which supports an outcomes-based approach to medical and healthcare education and is suitable for repeated updates and adoption to curriculum innovations. Methods We adopted data exploration and visualization approaches in the context of medical curriculum innovations in higher education institutions domain. We have developed a robust platform, covering detailed formal metadata specifications down to the level of learning units, interconnections, and learning outcomes, in accordance with Bloom’s taxonomy and direct links to a particular biomedical nomenclature. Furthermore, we used selected modeling techniques and data mining methods to generate academic analytics reports from medical curriculum mapping datasets. Results We present a solution that allows users to effectively optimize a curriculum structure that is described with appropriate metadata, such as course attributes, learning units and outcomes, a standardized vocabulary nomenclature, and a tree structure of essential terms. We present a case study implementation that includes effective support for curriculum reengineering efforts of academics through a comprehensive overview of the General Medicine study program. Moreover, we introduce deep content analysis of a dataset that was captured with the use of the curriculum mapping platform; this may assist in detecting any potentially problematic areas, and hence it may help to construct a comprehensive overview for the subsequent

  1. Evolution of the New Pathway curriculum at Harvard Medical School: the new integrated curriculum.

    PubMed

    Dienstag, Jules L

    2011-01-01

    In 1985, Harvard Medical School adopted a "New Pathway" curriculum, based on active, adult learning through problem-based, faculty-facilitated small-group tutorials designed to promote lifelong skills of self-directed learning. Despite the successful integration of clinically relevant material in basic science courses, the New Pathway goals were confined primarily to the preclinical years. In addition, the shifting balance in the delivery of health care from inpatient to ambulatory settings limited the richness of clinical education in clinical clerkships, creating obstacles for faculty in their traditional roles as teachers. In 2006, Harvard Medical School adopted a more integrated curriculum based on four principles that emerged after half a decade of self-reflection and planning: (1) integrate the teaching of basic/population science and clinical medicine throughout the entire student experience; (2) reestablish meaningful and intensive faculty-student interactions and reengage the faculty; (3) develop a new model of clinical education that offers longitudinal continuity of patient experience, cross-disciplinary curriculum, faculty mentoring, and student evaluation; and (4) provide opportunities for all students to pursue an in-depth, faculty-mentored scholarly project. These principles of our New Integrated Curriculum reflect our vision for a curriculum that fosters a partnership between students and faculty in the pursuit of scholarship and leadership.

  2. The Health and Obesity: Prevention and Education (HOPE) Curriculum Project--curriculum development.

    PubMed

    Huang, Jeannie; Pokala, Parvathi; Hill, Linda; Boutelle, Kerri N; Wood, Christine; Becerra, Karen; Calfas, Karen

    2009-11-01

    The Health and Obesity: Prevention and Education (HOPE) project is a multidisciplinary, healthy living counseling curriculum to educate pediatric clinicians in training on how to recognize children who are at risk for obesity and its comorbidities and how to promote healthy weight among children and their families. Curriculum topics were selected by experts of nutrition, medicine, dentistry, behavioral counseling, and education and incorporate the recent 2007 Expert Committee recommendations regarding the prevention, assessment, and treatment of childhood and adolescent obesity. The HOPE curriculum instructs medical and dental clinicians on the health consequences of childhood obesity and screening techniques to identify children and families at risk, reviews the current evidence for health intervention recommendations, and teaches trainees regarding the theoretical rationale and art of constructive and culturally sensitive weight counseling for behavioral change. Although designed and tailored specifically for and currently available medical and dental trainees, the HOPE curriculum is Web-based and will also be made available to currently practicing clinicians across the United States beginning in winter 2009. This educational tool, grounded in understanding of relevant sciences, literature, and research methods, provides clinicians with the skills necessary to identify and counsel patients who are at risk to promote healthy weight among youth. This article discusses the approach and methods used for curriculum development. Future publications will discuss HOPE project implementation and outcomes.

  3. Clinical nutrition in the hepatogastroenterology curriculum

    PubMed Central

    Mulder, Chris JJ; Wanten, Geert JA; Semrad, Carol E; Jeppesen, Palle B; Kruizenga, Hinke M; Wierdsma, Nicolette J; Grasman, Matthijs E; van Bodegraven, Adriaan A

    2016-01-01

    Gastroenterology (GE) used to be considered a subspecialty of internal medicine. Today, GE is generally recognized as a wide-ranging specialty incorporating capacities, such as hepatology, oncology and interventional endoscopy, necessitating GE-expert differentiation. Although the European Board of Gastroenterology and Hepatology has defined specific expertise areas in Advanced endoscopy, hepatology, digestive oncology and clinical nutrition, training for the latter topic is lacking in the current hepatogastroenterology (HGE) curriculum. Given its relevance for HGE practice, and being at the core of gastrointestinal functioning, there is an obvious need for training in nutrition and related issues including the treatment of disease-related malnutrition and obesity and its associated metabolic derangements. This document aims to be a starting point for the integration of nutritional expertise in the HGE curriculum, allowing a central role in the management of malnutrition and obesity. We suggest minimum endpoints for nutritional knowledge and expertise in the standard curriculum and recommend a focus period of training in nutrition issues in order to produce well-trained HGE specialists. This article provides a road map for the organization of such a training program. We would highly welcome the World Gastroenterology Organisation, the European Board of Gastroenterology and Hepatology, the American Gastroenterology Association and other (inter)national Gastroenterology societies support the necessary certifications for this item in the HGE-curriculum. PMID:26855532

  4. The design of a medical school social justice curriculum.

    PubMed

    Coria, Alexandra; McKelvey, T Greg; Charlton, Paul; Woodworth, Michael; Lahey, Timothy

    2013-10-01

    The acquisition of skills to recognize and redress adverse social determinants of disease is an important component of undergraduate medical education. In this article, the authors justify and define "social justice curriculum" and then describe the medical school social justice curriculum designed by the multidisciplinary Social Justice Vertical Integration Group (SJVIG) at the Geisel School of Medicine at Dartmouth. The SJVIG addressed five goals: (1) to define core competencies in social justice education, (2) to identify key topics that a social justice curriculum should cover, (3) to assess social justice curricula at other institutions, (4) to catalog institutionally affiliated community outreach sites at which teaching could be paired with hands-on service work, and (5) to provide examples of the integration of social justice teaching into the core (i.e., basic science) curriculum. The SJVIG felt a social justice curriculum should cover the scope of health disparities, reasons to address health disparities, and means of addressing these disparities. The group recommended competency-based student evaluations and advocated assessing the impact of medical students' social justice work on communities. The group identified the use of class discussion of physicians' obligation to participate in social justice work as an educational tool, and they emphasized the importance of a mandatory, longitudinal, immersive, mentored community outreach practicum. Faculty and administrators are implementing these changes as part of an overall curriculum redesign (2012-2015). A well-designed medical school social justice curriculum should improve student recognition and rectification of adverse social determinants of disease.

  5. Engaging Stakeholders in Curriculum Development

    ERIC Educational Resources Information Center

    Wood, Jo Nell

    2010-01-01

    This article investigates the importance of parent and community engagement in curriculum development, along with curriculum leadership, engaging stakeholders, and the importance of curriculum. Parent and community member engagement is examined in light of curriculum committee participation as reported by Missouri superintendents. Survey responses…

  6. Classroom-Level Curriculum Development: EFL Teachers as Curriculum-Developers, Curriculum-Makers and Curriculum-Transmitters

    ERIC Educational Resources Information Center

    Shawer, Saad F.

    2010-01-01

    This qualitative study aimed to explore teacher curriculum approaches and the strategies attached to each approach because they influence the taught curriculum, teacher development and student learning. The study was therefore grounded in teacher curriculum development, curriculum implementation, teacher development, student cognitive and…

  7. Oregon Agriculture I Curriculum Guide.

    ERIC Educational Resources Information Center

    Oregon State Univ., Corvallis. Dept. of Agricultural Education.

    This curriculum package was developed to be used as a guide for high school vocational agriculture teachers in Oregon preparing a curriculum to meet local community/regional needs. A second goal of this curriculum is to eliminate sex-bias or sex-role stereotyping in vocational agriculture classes. The curriculum contains 20 units. Topics covered…

  8. Nutrition Education Curriculum. Third Grade Curriculum.

    ERIC Educational Resources Information Center

    Arkansas State Dept. of Education, Little Rock.

    Six major concepts form the framework for this third grade nutrition education curriculum: (1) Food is essential for all living things (identifying basic food groups, classifying processed foods into basic food groups, and identifying food varieties produced locally); (2) Nutrition is the food you eat and how the body uses it (recognizing how food…

  9. Nutrition Education Curriculum. First Grade Curriculum.

    ERIC Educational Resources Information Center

    Arkansas State Dept. of Education, Little Rock.

    Six major concepts form the framework for this first grade nutrition education curriculum: (1) Food is essential for all living things (identifying basic food groups and classifying processed foods into basic food groups); (2) Nutrition is the food you eat and how the body uses it (recognizing how food choices are related to a healthy body,…

  10. Nutrition Education Curriculum. Second Grade Curriculum.

    ERIC Educational Resources Information Center

    Arkansas State Dept. of Education, Little Rock.

    Six major concepts form the framework for this second grade nutrition education curriculum: (1) Food is essential for all living things (identifying basic food groups, classifying processed foods into basic food groups, and identifying food varieties produced locally); (2) Nutrition is the food you eat and how the body uses it (recognizing how…

  11. Nuclear medicine training and practice in Portugal.

    PubMed

    Vieira, Rosário; Costa, Gracinda

    2013-07-01

    Nuclear medicine in Portugal has been an autonomous speciality since 1984. In order to obtain the title of Nuclear Medicine Specialist, 5 years of training are necessary. The curriculum is very similar to the one approved under the auspices of the European Union of Medical Specialists, namely concerning the minimum recommended number of diagnostic and therapeutic procedures. There is a final assessment, and during the training the resident is in an approved continuing education programme. Departments are accredited by the Medical College in order to verify their capacity to host nuclear medicine residencies.

  12. The Interdisciplinary Generalist Curriculum Project: A National Medical School Demonstration Project.

    ERIC Educational Resources Information Center

    Kahn, Norman B., Jr.; And Others

    1995-01-01

    The Interdisciplinary Generalist Curriculum Project was developed to encourage schools of medicine and colleges of osteopathic medicine to implement interdisciplinary generalist curricula in the preclinical years. Five sites were competitively established as demonstration projects, and rigorous attention to creating and maintaining an…

  13. [Expedition medicine].

    PubMed

    Donlagić, Lana

    2009-01-01

    Expedition and wildeness medicine is a term that combines rescue medicine, sport medicine as well as more specific branches as polar or high altitude medicine. It is being intensively studied both at the reaserch institutes and on expeditions. Ophtalmologists are concentrated on the reaserch of HARH (High Altitude Retinal Hemorrhage), neurologists on HACE reaserch (High Altitude Cerebral Edema), psychologists are developing tests to decsribe cognitive functions and many physicians are being trained to work in extreme enviroment. The result of all this effort are numerous new findings in pathophysiology and therapy of altitude illness, increased security on expedition and further development of expeditionism.

  14. Nanomedicine concepts in the general medical curriculum: initiating a discussion.

    PubMed

    Sweeney, Aldrin E

    2015-01-01

    Various applications of nanoscale science to the field of medicine have resulted in the ongoing development of the subfield of nanomedicine. Within the past several years, there has been a concurrent proliferation of academic journals, textbooks, and other professional literature addressing fundamental basic science research and seminal clinical developments in nanomedicine. Additionally, there is now broad consensus among medical researchers and practitioners that along with personalized medicine and regenerative medicine, nanomedicine is likely to revolutionize our definitions of what constitutes human disease and its treatment. In light of these developments, incorporation of key nanomedicine concepts into the general medical curriculum ought to be considered. Here, I offer for consideration five key nanomedicine concepts, along with suggestions regarding the manner in which they might be incorporated effectively into the general medical curriculum. Related curricular issues and implications for medical education also are presented.

  15. Nanomedicine concepts in the general medical curriculum: initiating a discussion

    PubMed Central

    Sweeney, Aldrin E

    2015-01-01

    Various applications of nanoscale science to the field of medicine have resulted in the ongoing development of the subfield of nanomedicine. Within the past several years, there has been a concurrent proliferation of academic journals, textbooks, and other professional literature addressing fundamental basic science research and seminal clinical developments in nanomedicine. Additionally, there is now broad consensus among medical researchers and practitioners that along with personalized medicine and regenerative medicine, nanomedicine is likely to revolutionize our definitions of what constitutes human disease and its treatment. In light of these developments, incorporation of key nanomedicine concepts into the general medical curriculum ought to be considered. Here, I offer for consideration five key nanomedicine concepts, along with suggestions regarding the manner in which they might be incorporated effectively into the general medical curriculum. Related curricular issues and implications for medical education also are presented. PMID:26677322

  16. Use Medicines Safely

    MedlinePlus

    ... Medicines Safely Print This Topic En español Use Medicines Safely Browse Sections The Basics Overview Prescription Medicines ... Medicines 1 of 7 sections The Basics: Prescription Medicines There are different types of medicine. The 2 ...

  17. Curriculum and Cognition

    ERIC Educational Resources Information Center

    Rosenstein, Joseph

    1971-01-01

    Paper presented at the Summer Meeting of the Alexander Graham Bell Association for the Deaf held in Philadelphia, June 24-27, 1970. Discussed are concepts of curriculum development, cognitive development, and educational methods with implications for the handicapped. (CB)

  18. Curriculum Guidelines for Periodontics.

    ERIC Educational Resources Information Center

    Journal of Dental Education, 1985

    1985-01-01

    Guidelines describe the interrelationships of this and other dental fields, give an overview of the curriculum and its primary educational objectives, and outline the suggested prerequisites, core content, specific behavioral objectives, sequencing, and faculty requirements. (MSE)

  19. Converting Curriculum to Space.

    ERIC Educational Resources Information Center

    Dancu, Dan

    2001-01-01

    Examines the process of developing a school design, from the curriculum plan to building schematics. General phases discussed include advance preparation, educational specifications development, steering committee feedback, and architectural design review and critique. (GR)

  20. Vulnerable Medicine

    ERIC Educational Resources Information Center

    Bochner, Arthur P.

    2009-01-01

    In "Narrative Medicine: Honoring the Stories of Illness," Rita Charon paints an original and humane portrait of what it can mean to be a doctor, to live a life immersed in sickness and dedicated to wellness. Charon drops the veil, inviting readers to look at the secret, subjective, emotional face of medicine, a zone of self-censored feelings and…

  1. Behavioral Medicine.

    ERIC Educational Resources Information Center

    Garfield, Sol L., Ed.

    1982-01-01

    Contains 18 articles discussing the uses of behavioral medicine in such areas as obesity, smoking, hypertension, and headache. Reviews include discussions of behavioral medicine and insomnia, chronic pain, asthma, peripheral vascular disease, and coronary-prone behavior. Newly emerging topics include gastrointestinal disorders, arthritis,…

  2. Aerospace Medicine

    NASA Technical Reports Server (NTRS)

    Davis, Jeffrey R.

    2006-01-01

    This abstract describes the content of a presentation for ground rounds at Mt. Sinai School of Medicine. The presentation contains three sections. The first describes the history of aerospace medicine beginning with early flights with animals. The second section of the presentation describes current programs and planning for future missions. The third section describes the medical challenges of exploration missions.

  3. [Sport medicine].

    PubMed

    Epstein, Yoram

    2012-02-01

    It is only since the late 20th century that Sport and Exercise Medicine has emerged as a distinct entity in health care. In Israel, sports medicine is regulated by a State Law and a sport physician is certified after graduating a structured program. In the past, sports medicine was related to the diagnosis and treatment of injuries encountered by top athletes. In recent years, the scope of sport medicine has broadened to reflect the awareness of modern society of the dangers of physical inactivity. In this perspective the American College of Sport Medicine (ACSM) recently launched a program--"Exercise is Medicine", to promote physical activity in order to improve health and well-being and prevention of diseases through physical activity prescriptions. This program is from doctors and healthcare providers, adjusted to the patient or trainee. The sport physician does not replace a medical specialist, but having a thorough understanding about the etiology of a sport-related injury enables him to better focus on treatment and prevention. Therefore, Team Physicians in Elite Sport often play a role regarding not only the medical care of athletes, but also in the physiological monitoring of the athlete and correcting aberrations, to achieve peak physical performance. The broad spectrum of issues in sport and exercise medicine cannot be completely covered in one issue of the Journal. Therefore, the few reports that are presented to enhance interest and understanding in the broad spectrum of issues in sports and exercise medicine are only the tip of the iceberg.

  4. The Central Nervous System and Alcohol Use. Science of Alcohol Curriculum for American Indians. Training Unit [and] Participant Booklet.

    ERIC Educational Resources Information Center

    Jacobs, Cecelia; And Others

    The Science of Alcohol Curriculum for American Indians uses the Medicine Circle and the "new science paradigm" to study the science of alcohol through a culturally relevant holistic approach. Intended for teachers and other educational personnel involved with American Indians, this curriculum aims to present a framework for alcohol…

  5. The Digestive System and Alcohol Use. Science of Alcohol Curriculum for American Indians. Training Unit [and] Participant Booklet.

    ERIC Educational Resources Information Center

    Jacobs, Cecelia; And Others

    The Science of Alcohol Curriculum for American Indians uses the Medicine Circle and the "new science paradigm" to study the science of alcohol through a culturally relevant holistic approach. Intended for teachers and other educational personnel involved with American Indians, this curriculum presents a framework for alcohol education…

  6. Influence of Light Conditions and Light Sources on Clinical Measurement of Natural Teeth Color using VITA Easyshade Advance 4,0® Spectrophotometer. Pilot Study.

    PubMed Central

    Posavec, Ivona; Prpić, Vladimir

    2016-01-01

    Objectives The purpose of this study was to evaluate and compare lightness (L), chroma (C) and hue (h), green-red (a) and blue-yellow (b) character of the color of maxillary right central incisors in different light conditions and light sources. Materials and methods Two examiners who were well trained in digital color evaluation participated in the research. Intraclass correlation coefficients (ICCs) were used to analyze intra- and interobserver reliability. The LCh and L*a*b* values were determined at 08.15 and at 10.00 in the morning under three different light conditions. Tooth color was assessed in 10 subjects using intraoral spectrophotometer VITA Easyshade Advance 4.0® set at the central region of the vestibular surface of the measured tooth. Results Intra- and interobserver ICC values were high for both examiners and ranged from 0.57 to 0.99. Statistically significant differences in LCh and L*a*b* values measured in different time of the day and certain light condition were not found (p>0.05). Statistically significant differences in LCh and L*a*b* values measured under three different light conditions were not found, too (p>0.05). Conclusions VITA Easyshade Advance 4.0® is reliable enough for daily clinical work in order to assess tooth color during the fabrication of esthtic appliances because it is not dependent on light conditions and light sources. PMID:28275281

  7. In Vivo Evaluations of Inter-Observer Reliability Using VITA Easyshade® Advance 4.0 Dental Shade-Matching Device

    PubMed Central

    KNEZOVIĆ, Dubravka; ZLATARIĆ, Davor; Illeš, Iva Ž.; Alajbeg, Maja; Žagar

    2016-01-01

    Objectives The aim of this study was to evaluate the inter-observer reliability of dental shade-matching device using an in vivo model. Materials and methods Four observers who were well trained in color assessment and handling of the dental shade-matching device determined teeth color and CIE-Lab values on maxillary right central incisors in 10 patients with completely healthy and intact dentitions. VITA Easyshade® Advance 4.0 shade-matching device was utilized to measure the central region of the labial surface of all investigated teeth, twice by each observer. The inter-observer reliability of the measurements was observed and deviations between Lab and ∆E values between the observers were calculated. Intraclass correlation coefficients (ICCs) were used to analyze inter-observer reliability. Results One-way ANOVA showed no statistically significant differences in color measurement of four observers in all the measured values (p>0.05). Delta E values ranged from 3.018 to 5.234. Although some small differences existed, statistically significant differences between the observers were not found (p>0.05). Inter-observer ICCs were very high for all observers (from 0.651 to 0.992). Conclusion Inter-examiner reliability of measurements using VITA Easyshade® Advance 4.0 shade-matching device was acceptable. Apart from the digital equipment, a well trained observer seems to be crucial in order to achieve correct dental color measurement. PMID:27688424

  8. Wilderness medicine

    PubMed Central

    Sward, Douglas G.; Bennett, Brad L.

    2014-01-01

    BACKGROUND: Human activity in wilderness areas has increased globally in recent decades, leading to increased risk of injury and illness. Wilderness medicine has developed in response to both need and interest. METHODS: The field of wilderness medicine encompasses many areas of interest. Some focus on special circumstances (such as avalanches) while others have a broader scope (such as trauma care). Several core areas of key interest within wilderness medicine are discussed in this study. RESULTS: Wilderness medicine is characterized by remote and improvised care of patients with routine or exotic illnesses or trauma, limited resources and manpower, and delayed evacuation to definitive care. Wilderness medicine is developing rapidly and draws from the breadth of medical and surgical subspecialties as well as the technical fields of mountaineering, climbing, and diving. Research, epidemiology, and evidence-based guidelines are evolving. A hallmark of this field is injury prevention and risk mitigation. The range of topics encompasses high-altitude cerebral edema, decompression sickness, snake envenomation, lightning injury, extremity trauma, and gastroenteritis. Several professional societies, academic fellowships, and training organizations offer education and resources for laypeople and health care professionals. CONCLUSIONS: The future of wilderness medicine is unfolding on multiple fronts: education, research, training, technology, communications, and environment. Although wilderness medicine research is technically difficult to perform, it is essential to deepening our understanding of the contribution of specific techniques in achieving improvements in clinical outcomes. PMID:25215140

  9. Medicines management.

    PubMed

    Pegram, Anne; Bloomfield, Jacqueline

    2015-04-15

    All newly registered graduate nurses are required to have the appropriate knowledge and understanding to perform the skills required for patient care, specifically the competencies identified in the Nursing and Midwifery Council's essential skills clusters. This article focuses on the fifth essential skills cluster – medicines management. Nursing students should work to attain the knowledge and skills required for effective medicines management throughout their pre-registration education. The roles and responsibilities of the newly registered graduate nurse in the area of medicines management are discussed in this the final article of the essential skills cluster series.

  10. Precision Medicine

    PubMed Central

    Cholerton, Brenna; Larson, Eric B.; Quinn, Joseph F.; Zabetian, Cyrus P.; Mata, Ignacio F.; Keene, C. Dirk; Flanagan, Margaret; Crane, Paul K.; Grabowski, Thomas J.; Montine, Kathleen S.; Montine, Thomas J.

    2017-01-01

    Three key elements to precision medicine are stratification by risk, detection of pathophysiological processes as early as possible (even before clinical presentation), and alignment of mechanism of action of intervention(s) with an individual's molecular driver(s) of disease. Used for decades in the management of some rare diseases and now gaining broad currency in cancer care, a precision medicine approach is beginning to be adapted to cognitive impairment and dementia. This review focuses on the application of precision medicine to address the clinical and biological complexity of two common neurodegenerative causes of dementia: Alzheimer disease and Parkinson disease. PMID:26724389

  11. Bibliography: Citations Obtained Through the National Library of Medicine's MEDLARS Program

    ERIC Educational Resources Information Center

    Journal of Medical Education, 1978

    1978-01-01

    Approximately 130 references obtained through MEDLARS are cited, dealing with such topics as accreditation, computers, continuing education, curriculum, educational measurement, faculty, foreign graduates, forensic medicine, graduate education, history, minority groups, medical schools, specialism, students, teaching hospitals, teaching methods,…

  12. Bibliography. Citations Obtained Through the National Library of Medicine's MEDLARS Program

    ERIC Educational Resources Information Center

    Journal of Medical Education, 1978

    1978-01-01

    Approximately 200 MEDLARS references are cited dealing with: accreditation and licensure; computers; continuing education; curriculum; educational measurement, and research and development; forensic medicine; graduate education; history; internship and residency; foreign medical education; minority groups; schools; specialism; students; teaching…

  13. Bibliography: Citations Obtained through the National Library of Medicine's MEDLARS Program.

    ERIC Educational Resources Information Center

    Journal of Medical Education, 1979

    1979-01-01

    Among the approximately 480 references on medical education, the following topics are covered: accreditation and certification, computers, continuing education, curriculum, educational measurement, research and evaluation, foreign graduates, forensic medicine, graduate education, history, internships, foreign education, schools, minority groups,…

  14. Bibliography: Citations Obtained through the National Library of Medicine's MEDLARS Program.

    ERIC Educational Resources Information Center

    Journal of Medical Education, 1979

    1979-01-01

    Approximately 370 references are cited in the following areas of medical education: accreditation, computers, continuing education, curriculum, educational measurement, research and evaluation, faculty, foreign graduates, forensic medicine, history, minority groups, foreign education, specialties, teaching methods, etc. (LBH)

  15. Nuclear Medicine

    MedlinePlus

    ... here Home » Science Education » Science Topics » Nuclear Medicine SCIENCE EDUCATION SCIENCE EDUCATION Science Topics Resource Links for ... administered by inhalation, by oral ingestion, or by direct injection into an organ. The mode of tracer ...

  16. Hidden Curriculum as One of Current Issue of Curriculum

    ERIC Educational Resources Information Center

    Alsubaie, Merfat Ayesh

    2015-01-01

    There are several issues in the education system, especially in the curriculum field that affect education. Hidden curriculum is one of current controversial curriculum issues. Many hidden curricular issues are the result of assumptions and expectations that are not formally communicated, established, or conveyed within the learning environment.…

  17. Toward a Balanced Curriculum: Aligning Standards, Curriculum, and Assessments.

    ERIC Educational Resources Information Center

    Squires, David A.

    1998-01-01

    Describes a balanced-curriculum process created by James Comer's School Development Program that involves describing and aligning the curriculum and assessing student mastery. The SDP's first goal is to establish a supportive school culture. The balanced-curriculum process helps broaden the developmental perspective by addressing student learning.…

  18. Curriculum Orientations: Investigating the Curriculum of Educational Systems.

    ERIC Educational Resources Information Center

    Ben-Peretz, Miriam; Lavi, Zvi

    To examine the relationship between society and curriculum, three research projects are analyzed. The first project, Beauchamp and Beauchamp (1967), which attempts to answer the question of how a curriculum comes to be what it is, examined the likenesses and differences in curriculum engineering practices among selected European countries. The…

  19. Family Medicine in Rural Communities

    PubMed Central

    Hirsh, Michael; Wootton, J.S.C.

    1990-01-01

    Recruitment of physicians for rural communities is a continuing problem in Canada. Medical schools can be involved through preferential admission policies. Departments of family medicine across the country are including on-site training in rural communities and are seeking to improve their rural program curriculum. The McGill rural program is described from its origins to its present state. A rural coordinator oversees 12 sites at which both residents and students are trained. One site at Shawville, Que, is described from a rural physician's point of view. Imagesp2011-ap2012-ap2014-a PMID:21233945

  20. The Growing Need To Teach about Complementary and Alternative Medicine: Questions and Challenges.

    ERIC Educational Resources Information Center

    Frenkel, Moshe; Ben Ayre, Eran

    2001-01-01

    Reports on curriculum developments in complementary and alternative medicine (CAM) in Germany, Canada, and the United States that illustrate various approaches to the question, "What should be taught in a CAM course?" In most cases, the approach is to teach about CAM therapies, although some curriculum planners are integrating such…

  1. Theme: In-Agriculture Curriculum.

    ERIC Educational Resources Information Center

    Elliot, Jack, Ed.; And Others

    1991-01-01

    Seven theme articles review the history and philosophy of vocational agriculture, its relationship to the national goals for education, the place of sustainable agriculture and supervised experience in the curriculum, diversifying the curriculum, and fisheries education programs in Alaska. (SK)

  2. The Preparation for Life Curriculum.

    ERIC Educational Resources Information Center

    Lakes, Richard D.

    1986-01-01

    Reviews "The Preparation for Life Curriculum" (Wilcox, Dunn, Lavercombe and Burn, 1984), which is a case study of a British career education curriculum development project in four secondary schools. (JDH)

  3. [An example for a practice-oriented curriculum in social medicine under conditions of the new medical licensing regulations. Experiences with practiced-oriented teaching and possibilities for including practical issues in the teaching syllabus of medicine after the introduction of new medical licensing regulations].

    PubMed

    Erler, A; Fuchs, J

    2005-05-01

    Experience with teaching medical students the subject of Social Medicine shows that their interest can be greatly improved by including practical issues such as interviewing chronically ill patients at home, or visiting patient counselling services in the community. With the introduction of the new licensing regulations for physicians, there will be only one final examination and the medical faculties will now have to conduct the examinations themselves. In order to create legal confidence in the results, sufficient homogeneity of the teaching syllabus in Vocational and Social Medicine courses as well as in the new Health Economics courses must be assured for all students. The merger of the two medical faculties of the Free University and the Humboldt University in Berlin have increased student numbers to 400 per semester, so that 20 groups will have to be taught simultaneously. This situation makes excursions to patients or to community facilities nearly impossible. Potential alternatives to allow inclusion of practical issues in the course, even under the new circumstances, are the use of problem-based learning techniques (PBL) such as the creation of theoretical cases dealing with special problems of Social Medicine or the use of standardised patients.

  4. ASTRO's 2007 core physics curriculum for radiation oncology residents.

    PubMed

    Klein, Eric E; Gerbi, Bruce J; Price, Robert A; Balter, James M; Paliwal, Bhudatt; Hughes, Lesley; Huang, Eugene

    2007-08-01

    In 2004, the American Society for Therapeutic Radiology and Oncology (ASTRO) published a curriculum for physics education. The document described a 54-hour course. In 2006, the committee reconvened to update the curriculum. The committee is composed of physicists and physicians from various residency program teaching institutions. Simultaneously, members have associations with the American Association of Physicists in Medicine, ASTRO, Association of Residents in Radiation Oncology, American Board of Radiology, and American College of Radiology. Representatives from the latter two organizations are key to provide feedback between the examining organizations and ASTRO. Subjects are based on Accreditation Council for Graduate Medical Education requirements (particles and hyperthermia), whereas the majority of subjects and appropriated hours/subject were developed by consensus. The new curriculum is 55 hours, containing new subjects, redistribution of subjects with updates, and reorganization of core topics. For each subject, learning objectives are provided, and for each lecture hour, a detailed outline of material to be covered is provided. Some changes include a decrease in basic radiologic physics, addition of informatics as a subject, increase in intensity-modulated radiotherapy, and migration of some brachytherapy hours to radiopharmaceuticals. The new curriculum was approved by the ASTRO board in late 2006. It is hoped that physicists will adopt the curriculum for structuring their didactic teaching program, and simultaneously, the American Board of Radiology, for its written examination. The American College of Radiology uses the ASTRO curriculum for their training examination topics. In addition to the curriculum, the committee added suggested references, a glossary, and a condensed version of lectures for a Postgraduate Year 2 resident physics orientation. To ensure continued commitment to a current and relevant curriculum, subject matter will be updated

  5. ASTRO's 2007 Core Physics Curriculum for Radiation Oncology Residents

    SciTech Connect

    Klein, Eric E. . E-mail: eklein@radonc.wustl.edu; Gerbi, Bruce J.; Price, Robert A.; Balter, James M.; Paliwal, Bhudatt; Hughes, Lesley; Huang, Eugene

    2007-08-01

    In 2004, American Society for Therapeutic Radiology and Oncology (ASTRO) published a curriculum for physics education. The document described a 54-hour course. In 2006, the committee reconvened to update the curriculum. The committee is composed of physicists and physicians from various residency program teaching institutions. Simultaneously, members have associations with American Association of Physicists in Medicine, ASTRO, Association of Residents in Radiation Oncology, American Board of Radiology, and American College of Radiology. Representatives from the latter two organizations are key to provide feedback between the examining organizations and ASTRO. Subjects are based on Accreditation Council for Graduate Medical Education requirements (particles and hyperthermia), whereas the majority of subjects and appropriated hours/subject were developed by consensus. The new curriculum is 55 hours, containing new subjects, redistribution of subjects with updates, and reorganization of core topics. For each subject, learning objectives are provided, and for each lecture hour, a detailed outline of material to be covered is provided. Some changes include a decrease in basic radiologic physics, addition of informatics as a subject, increase in intensity-modulated radiotherapy, and migration of some brachytherapy hours to radiopharmaceuticals. The new curriculum was approved by the ASTRO board in late 2006. It is hoped that physicists will adopt the curriculum for structuring their didactic teaching program, and simultaneously, American Board of Radiology, for its written examination. American College of Radiology uses the ASTRO curriculum for their training examination topics. In addition to the curriculum, the committee added suggested references, a glossary, and a condensed version of lectures for a Postgraduate Year 2 resident physics orientation. To ensure continued commitment to a current and relevant curriculum, subject matter will be updated again in 2 years.

  6. Children's (Pediatric) Nuclear Medicine

    MedlinePlus Videos and Cool Tools

    ... Professions Site Index A-Z Children's (Pediatric) Nuclear Medicine Children’s (pediatric) nuclear medicine imaging uses small amounts ... Children's Nuclear Medicine? What is Children's (Pediatric) Nuclear Medicine? Nuclear medicine is a branch of medical imaging ...

  7. Forestry Occupations. A Curriculum Guide.

    ERIC Educational Resources Information Center

    Mercer, R. J., Ed.

    Developed as a part of a larger project to revise the total agricultural education curriculum in South Carolina, this curriculum guide is designed for a 2-year course in forestry occupations. A paradigm accompanies the document and illustrates a possible time frame and sequence. The units covered by the curriculum include an orientation to…

  8. Curriculum Process in Science Education

    NASA Astrophysics Data System (ADS)

    Adamčíková, Veronika; Tarábek, Paul

    2010-07-01

    Physics/science education in the communicative conception is defined as the continuous transfer of the knowledge and methods of physics into the minds of individuals who have not participated in creating them. This process, called the educational communication of physics/science, is performed by various educational agents—teachers, curriculum makers, textbook designers, university teachers and does not mean only a simple transfer of information, but it also involves teaching and instruction at all levels of the school system, the study, learning, and cognition of pupils, students and all other learners, the assessment and evaluation of learning outcomes, curriculum composition and design, the production of textbooks and other means of educational communication and, in addition, university education and the further training of teachers. The educational communication is carried out by the curriculum process of physics/science, which is a sequence of variant forms of curriculum mutually interconnected by curriculum transformations. The variant forms of curriculum are as follows: conceptual curriculum, intended curriculum, project (written) curriculum, operational curriculum, implemented curriculum, and attained curriculum.

  9. Maintaining Quality during Curriculum Change.

    ERIC Educational Resources Information Center

    Dixon, Stella

    This document, which is designed for individuals responsible for curriculum development and delivery at further education (FE) colleges in Britain, offers guidance on curriculum planning, implementation, and evaluation and contains an instrument for monitoring quality throughout the curriculum change process. The first half of the document details…

  10. Curriculum Orientations of Virtual Teachers

    ERIC Educational Resources Information Center

    Singleton, Nicole Y.

    2013-01-01

    This study explored the curriculum orientation preferences of K-12 public school teachers who provided instruction in virtual settings (n = 47) in a midwestern state. Curriculum orientations were explored using a mixed-methods design. Quantitative assessments data revealed a pattern of curriculum orientations similar to teachers working in…

  11. Student Curriculum Choice and Change.

    ERIC Educational Resources Information Center

    Miner, Norris

    This study investigated changes in student curriculum choice at Seminole Junior College (Florida) A code system was developed for 72 curriculum choices (23 in terminal degree areas), grouped into 19 broad clusters. A computerized Student Flow Matrix was then constructed to display the first and second term curriculum choices of 1,391 students who…

  12. Process Accountability in Curriculum Development.

    ERIC Educational Resources Information Center

    Gooler, Dennis D.; Grotelueschen, Arden

    This paper urges the curriculum developer to assume the accountability for his decisions necessitated by the actual ways our society functions. The curriculum developer is encouraged to recognize that he is a salesman with a commodity (the curriculum). He is urged to realize that if he cannot market the package to the customers (the various…

  13. Curriculum Inquiry, Theory, and Politics

    ERIC Educational Resources Information Center

    Grumet, Madeleine R.

    2009-01-01

    This article presents a review of four chapters in "Part III, Section F: Inquiring into Curriculum" of "The SAGE Handbook of Curriculum and Instruction" (F. M. Connelly, M. F. He, J. I. Phillion, Eds.; Sage Publications, 2008). In her review of these chapters ["Curriculum Inquiry" (William H. Schubert. Chapter 19, pp.…

  14. Computers in the Mathematics Curriculum.

    ERIC Educational Resources Information Center

    Ediger, Marlow

    This paper examines ways that mathematics teachers and supervisors can use computers in a quality mathematics curriculum in a school setting. Teachers and supervisors continually need to appraise the present mathematics curriculum and make necessary changes. A modern mathematics curriculum makes much use of technology. Society emphasizes heavy use…

  15. Moral imperatives for academic medicine.

    PubMed

    Thompson, J N

    1997-12-01

    As the health care system becomes dominated by managed care, academic medicine must do more than simply learn how to continue to offer the same level of care with ever-tightening resources and in new practice environments. Three moral imperatives must guide how medicine is practiced and taught: (1) patients' health and well-being must always be foremost, centered in quality of care and respect for life; (2) the emotional and spiritual needs of patients must be considered, not just the physical needs; (3) academic medicine must instill in its trainees discipline, passion, and skills to meet their obligation to be lifelong learners. These imperatives make it more important than ever for medical educators to tackle two crucial questions: What kind of person makes the best possible physician? And what constitutes the best possible training for that person? Taking these questions seriously in the new era of health care may mean that medical educators need to rethink the teaching of medicine. One example of how this might be done is the Curriculum for 2002 Committee recently formed at the Wake Forest University School of Medicine. It is becoming clear that medical educators can do a better and more comprehensive job of helping future physicians uncover and strengthen their own morality and, in the face of managed care's pressures, renew their loyalty to medicine as a service rather than a business. Morally sensitized physicians can better deal with the hard issues of medicine, such as euthanasia and abortion, and can help their students examine these issues. Most important, they can show their students that physicians are members of a moral community dedicated to something other than its own self-interest.

  16. Delivering a pathology curriculum in an integrated medical course.

    PubMed

    Carr, Norman J; Olmos, Martin; Bushnell, John

    2008-10-01

    Modern integrated medical curricula usually do not include a separate pathology course. Consequently, there is a risk that important pathological principles may be omitted. We aimed to ensure that pathology is properly represented by developing a core pathology curriculum created in consultation with local pathologists. Appropriate information technology to track the delivery of this material within the integrated curriculum structure was developed using a learning content management system in which a metadata schema was constructed. This allows a sophisticated view of where and how pathology appears in the course and can also increase the visibility of the subject by demonstrating the central place of pathology in medicine. In conclusion, a core curriculum in pathology that can be tracked by information technology with sufficient power and flexibility is a solution to the potential loss of pathology from integrated medical courses. We believe the result is superior to a stand-alone pathology course.

  17. Voices of innovation: building a model for curriculum transformation.

    PubMed

    Phillips, Janet M; Resnick, Jerelyn; Boni, Mary Sharon; Bradley, Patricia; Grady, Janet L; Ruland, Judith P; Stuever, Nancy L

    2013-05-07

    Innovation in nursing education curriculum is critically needed to meet the demands of nursing leadership and practice while facing the complexities of today's health care environment. International nursing organizations, the Institute of Medicine, and; our health care practice partners have called for curriculum reform to ensure the quality and safety of patient care. While innovation is occurring in schools of nursing, little is being researched or disseminated. The purposes of this qualitative study were to (a) describe what innovative curricula were being implemented, (b) identify challenges faced by the faculty, and (c) explore how the curricula were evaluated. Interviews were conducted with 15 exemplar schools from a variety of nursing programs throughout the United States. Exemplar innovative curricula were identified, and a model for approaching innovation was developed based on the findings related to conceptualizing, designing, delivering, evaluating, and supporting the curriculum. The results suggest implications for nursing education, research, and practice.

  18. Military unique curriculum: identifying and prioritizing content.

    PubMed

    Cloonan, Clifford; Fauver, Howard E; Holloway, Harry C; Hospenthal, Duane R; Hutton, John; Lewis, Evelyn; Madrigal, Vinicio E; Maliner, Beverly; Nelson, Michael; Reynolds, Paul C; Staunton, Michael; Wayne, Barry A; Roy, Michael J

    2003-09-01

    We have identified and prioritized a series of objectives that warrant inclusion in the continuum of military medical education. Although participants in the 16th Conference on Military Medicine also discussed whether each objective should be taught at the medical student, resident, or staff physician level, to a large extent this distinction is not helpful, since many, if not most, of these topic areas would likely require incorporation at each of these three levels to achieve the desired level of competence in staff physicians. Incorporation of new curricular elements poses a significant challenge, since it is already difficult to fit the existing curriculum into the available time. It is not reasonable to consider increasing the number of lecture hours. Therefore, it is probable that some elements of the existing curriculum will need to be pared down or eliminated to incorporate new material. In the past, when new material has been added to the existing curriculum, such as when the pathogenesis of human immunodeficiency virus was added, it has generally been done at the individual teacher or at most departmental level. Although this approach has the advantage of having a subject matter expert decide how best to insert new material within the fabric of the existing curriculum, there are a couple of problems with widespread use of this approach. First, some of these new objectives may not fit clearly within an existing course curriculum or department's educational mission. Second, such an approach may not provide the degree of coordination that is necessary to ensure that a new curricular item is adequately covered in all respects, and it may result in unnecessary overlap in instruction when different professors incorporate similar elements. Therefore, the prioritization of newer curricular items, as has been done during this conference, may serve as a useful guide in this process. However, a corresponding effort is needed to identify and prioritize existing

  19. Mesopotamian medicine.

    PubMed

    Retief, F P; Cilliers, L

    2007-01-01

    Although the Mesopotamian civilisation is as old as that of Egypt and might even have predated it, we know much less about Mesopotamian medicine, mainly because the cuneiform source material is less well researched. Medical healers existed from the middle of the 3rd millennium. In line with the strong theocratic state culture, healers were closely integrated with the powerful priestly fraternity, and were essentially of three main kinds: barû (seers) who were experts in divination, âshipu (exorcists), and asû (healing priests) who tended directly to the sick. All illness was accepted as sent by gods, demons and other evil spirits, either as retribution for sins or as malevolent visitations. Treatment revolved around identification of the offending supernatural power, appeasement of the angry gods, for example by offering amulets or incantations, exorcism of evil spirits, as well as a measure of empirical therapy aimed against certain recognised symptom complexes. Medical practice was rigidly codified, starting with Hammurabi's Code in the 18th century BC and persisting to the late 1st millennium BC. Works like the so-called Diagnostic Handbook, the Assyrian Herbal and Prescription Texts describe the rationale of Mesopotamian medicine, based predominantly on supernatural concepts, although rudimentary traces of empirical medicine are discernible. There is evidence that Egyptian medicine might have been influenced by Mesopotamian practices, but Greek rational medicine as it evolved in the 5th/4th centuries BC almost certainly had no significant Mesopotamian roots.

  20. Travel medicine

    PubMed Central

    Aw, Brian; Boraston, Suni; Botten, David; Cherniwchan, Darin; Fazal, Hyder; Kelton, Timothy; Libman, Michael; Saldanha, Colin; Scappatura, Philip; Stowe, Brian

    2014-01-01

    Abstract Objective To define the practice of travel medicine, provide the basics of a comprehensive pretravel consultation for international travelers, and assist in identifying patients who might require referral to travel medicine professionals. Sources of information Guidelines and recommendations on travel medicine and travel-related illnesses by national and international travel health authorities were reviewed. MEDLINE and EMBASE searches for related literature were also performed. Main message Travel medicine is a highly dynamic specialty that focuses on pretravel preventive care. A comprehensive risk assessment for each individual traveler is essential in order to accurately evaluate traveler-, itinerary-, and destination-specific risks, and to advise on the most appropriate risk management interventions to promote health and prevent adverse health outcomes during travel. Vaccinations might also be required and should be personalized according to the individual traveler’s immunization history, travel itinerary, and the amount of time available before departure. Conclusion A traveler’s health and safety depends on a practitioner’s level of expertise in providing pretravel counseling and vaccinations, if required. Those who advise travelers are encouraged to be aware of the extent of this responsibility and to refer all high-risk travelers to travel medicine professionals whenever possible. PMID:25500599

  1. Curriculum Study, Curriculum History, and Curriculum Theory: The Reason of Reason

    ERIC Educational Resources Information Center

    Popkewitz, Thomas S.

    2009-01-01

    This paper explores the intersection of curriculum studies/curriculum history/curriculum theory through the study of systems of reason that order reflection and action. Words about "learning", "empowerment", "problem-solving", "self-realization", "community", and so on, are not merely there in order that educators should "grasp" some reality to…

  2. Decolonizing the (Distance) Curriculum

    ERIC Educational Resources Information Center

    Walder, Dennis

    2007-01-01

    Postcolonial theory remains part of the challenge of literary theory to curriculum development. As the author's personal history suggests, it is more than simply another way of reading and interpretation, but enables an engagement with, a bearing witness to, the gross inequalities of the world today. Drama is a good example, evidenced by the…

  3. Prevention across the Curriculum.

    ERIC Educational Resources Information Center

    Wadsworth, Emily C.; And Others

    1994-01-01

    Describes curriculum infusion, a prevention strategy that is particularly effective on commuter campuses. Faculty design modules for their own courses in which the prevention information fits seamlessly with the scholarly content and students actively process that information. Workers in academic affairs identify courses, recruit and train…

  4. Energy Awareness Curriculum, 1980.

    ERIC Educational Resources Information Center

    Seward County Community Coll., Liberal, KS.

    This curriculum guide contains course content for a series of "mini-courses" that can be presented in an adult continuing education program in area technical-vocational schools and community colleges. The program consists of nine modules, each divided into units and including learning objectives and student handouts. The modules cover the…

  5. The Changing Science Curriculum

    ERIC Educational Resources Information Center

    Ediger, Marlow

    2014-01-01

    Science, as a curriculum area, has gone through many changes recently with the oncoming of the Common Core State Standards (CCSS), Science, Technology, Engineering, and Mathematics (STEM), as well as the Next Generation Science Standards (NGSS). Science is a part of everyday life which individuals experience. Even the drying up of a puddle of…

  6. Curriculum Guide for Metals.

    ERIC Educational Resources Information Center

    Oregon State Board of Education, Salem. Div. of Community Colleges and Career Education.

    Developed through a cooperative effort by industry and education, this curriculum guide outlines the basic skills and knowledge necessary for entry-level competencies in the broad field of metals, or for entrance into an apprenticeship, post-high school, or university program. This guide is one of several developed for Oregon's new approach to…

  7. Hospitality Occupations. Curriculum Guide.

    ERIC Educational Resources Information Center

    California State Dept. of Education, Sacramento. Bureau of Homemaking Education.

    This curriculum guide on the hospitality occupations was developed to help secondary and postsecondary home economics teachers prepare individuals for entry-level jobs in the hospitality industry. The content is in seven sections. The first section presents organizational charts of a medium-size hotel, food and beverage division, housekeeping and…

  8. Trialling the Australian Curriculum

    ERIC Educational Resources Information Center

    Ashman, Di

    2010-01-01

    In 2010, St. Leonards Primary School in Tasmania, along with other selected schools throughout Australia, trialled the draft Australian Curriculum: Mathematics. Mathematics had been a whole school focus at St. Leonards Primary School for several years, and the school found that the opportunity to be part of the trial strongly connected with their…

  9. Engine & Vehicle Mechanics Curriculum.

    ERIC Educational Resources Information Center

    Alaska State Dept. of Education, Juneau. Div. of Adult and Vocational Education.

    This competency-based curriculum includes all competencies a student will acquire in an engine and vehicle mechanics educational program. It follows guidelines established for automobile technician training programs leading toward certification and addresses requirements of the National Institute for Automotive Service Excellence (ASE). The…

  10. Issues in Curriculum Development.

    ERIC Educational Resources Information Center

    Ediger, Marlow

    1978-01-01

    Views the spectrum of opinions on curriculum issues as ranging from advocacy of measurable, programed, teacher-prepared objectives to advocacy of a flexible, limited, pupil-oriented framework. Also discussed are structuring the learning environment, existentialism vs behaviorism, process vs product, and other issues. (BP)

  11. Designing a Mathematics Curriculum

    ERIC Educational Resources Information Center

    Yee, Lee Peng

    2010-01-01

    A decade of PMRI saw the changes in the classroom in some of the primary schools in Indonesia. Based on observation, we can say that though the mathematics syllabus in Indonesia did not change, its curriculum has changed under the movement of PMRI. In this article, we put in writing some of the experience gained through the involvement in…

  12. The Corporate Law Curriculum

    ERIC Educational Resources Information Center

    Mofsky, James S.

    1976-01-01

    On the premise that corporate counsel must be an able diagnostician before he can focus on highly specialized and interrelated issues of business law, the author suggests an approach to corporate law curriculum in which the basic course balances the quality and quantity of material designed to create the needed sensitivity. (JT)

  13. Asian American Curriculum Guide.

    ERIC Educational Resources Information Center

    Saint Paul Public Schools, Minn.

    This comprehensive Asian American curriculum and resource guide for elementary school teachers consists of lessons developed as part of an in-service teacher education workshop. The guide is divided into three topic areas: stereotyping; similarities; and differences. The format for lessons in all sections contains a title, key concepts,…

  14. Uncovering the Math Curriculum

    ERIC Educational Resources Information Center

    Burns, Marilyn

    2014-01-01

    Teachers often express to Marulyn Burns their worry about the need to "cover the curriculum." In response, she draws on one of her favorite quotes: "You don't want to cover a subject; you want to uncover it." This quote is from "The Having of Wonderful Ideas and Other Essays on Teaching and Learning" by Eleanor…

  15. Job Readiness Training Curriculum.

    ERIC Educational Resources Information Center

    Tesolowski, Dennis G.

    Designed for professionals in rehabilitation settings, this curriculum guide presents fifteen lessons that focus on preparing to seek a job, job seeking, and job maintenance. Among the lesson titles included in the guide are (1) How to Find the Right Job and Categories of Jobs, (2) Self-Expressed Interests and Attitudes for Specific Jobs, (3)…

  16. Carnival in the Curriculum

    ERIC Educational Resources Information Center

    Herne, Steve; Burgess-Macey, Celia; Rogers, Maggie

    2008-01-01

    This article focuses on a carnival in the curriculum project designed to revitalise the arts in the experience of students in Higher Education preparing to become primary school teachers. It argues the relevance of a combined arts or trans-disciplinary artform in the remit of a visual arts education journal and explores carnival as a complex,…

  17. The Second Language Curriculum.

    ERIC Educational Resources Information Center

    Johnson, Robert Keith, Ed.

    The aim of this collection is to present "state of the art" papers in language curriculum studies by writers who have been actively involved in shaping theory in the field and who, between them, have applied that theory in almost every part of the world and in a variety of contexts. Papers include the following: "A Decision-Making Framework for…

  18. Into the Curriculum.

    ERIC Educational Resources Information Center

    School Library Media Activities Monthly, 1986

    1986-01-01

    Provides fully-developed library media activities designed to be used in connection with specific curriculum units in mathematics (consumer education); reading and language arts ("Foolish People in Folk Tales"); science (dinosaurs); and social studies (Roman cities and Third World countries). (Author/EM)

  19. Curriculum Mapping. Research Brief

    ERIC Educational Resources Information Center

    Walker, Karen

    2006-01-01

    Getting through the choppy seas of curriculum reform and high stakes testing, as well as meeting predetermined standards and adequate yearly progress, is often difficult for a teacher, let alone a school or district, to ascertain what specific content should be taught and what is actually being taught. Teachers often do not know what has been…

  20. Music Curriculum for Kindergarten.

    ERIC Educational Resources Information Center

    Picht, Harriet

    This kindergarten music curriculum provides a year-long program of a sequenced series of activities designed to develop music concepts. Topics of the units in this guide are: self-concept (beginning of the year), fall, Halloween, Thanksgiving, Christmas, winter, a circus, Valentine's Day, spring, and farms. A scope and sequence chart of concepts…

  1. Internationalizing the Curriculum.

    ERIC Educational Resources Information Center

    Sypris, Theo, Ed.

    Prepared as a resource for community college practitioners seeking to internationalize their courses, this report presents 50 internationalized course modules in 22 subject areas developed as part of curriculum development project undertaken at Michigan's Kalamazoo Valley Community College. The 50 modules are presented in the areas of accounting,…

  2. Across the Curriculum.

    ERIC Educational Resources Information Center

    Kepler, Lynne; And Others

    1995-01-01

    Elementary across-the-curriculum ideas include hands-on science activities that investigate animal survival, civics education via bicycle safety instruction, writing skills development by illumination, and math instruction by reading a story then solving problems. An end-of-the-year theme unit has students read poems then play related games. (SM)

  3. Into the Curriculum.

    ERIC Educational Resources Information Center

    School Library Media Activities Monthly, 1986

    1986-01-01

    Provides six library media activities designed for use in connection with specific curriculum units in art, science, and social studies. The activities focus on appreciating Georgia O'Keefe, sound travel, rock identification, Thanksgiving customs, state road maps, and world religions. The descriptions include objectives, grade levels,…

  4. The Counseling & Guidance Curriculum.

    ERIC Educational Resources Information Center

    Ediger, Marlow

    Counseling and guidance services are vital in any school curriculum. Counselors may themselves be dealing with students of diverse abilities and handicaps. Counselors may have to work with students affected by drug addiction, fetal alcohol syndrome, homelessness, poverty, Acquired Immune Deficiency Syndrome (AIDS) and divorce. Students may present…

  5. Into the Curriculum.

    ERIC Educational Resources Information Center

    School Library Media Activities Monthly, 1991

    1991-01-01

    Provides fully developed library media activities that are designed to be used in connection with specific curriculum units, including foreign language (Spanish); reading and language arts (expository writing and use of a thesaurus); science and social studies (land biomes, state birds, and country's flags). (LRW)

  6. Latin Curriculum Standards. Revised.

    ERIC Educational Resources Information Center

    Delaware State Dept. of Public Instruction, Dover.

    Delaware's state standards for the Latin curriculum in the public schools are presented. An introductory section outlines the goals of the Latin program for reading, cultural awareness, grammar, writing, and oral language and briefly discusses the philosophy of and approaches to Latin instruction in elementary and middle schools. Three subsequent…

  7. Into the Curriculum.

    ERIC Educational Resources Information Center

    School Library Media Activities Monthly, 1991

    1991-01-01

    Provides fully developed library media activities that are designed to be used with specific curriculum units. Highlights include elementary school activities for reading and language arts (using the "World Almanac," identifying a story's sequence of events, and using autobiographies); science (causes of wind and learning about…

  8. Listening across the Curriculum

    ERIC Educational Resources Information Center

    Ediger, Marlow

    2014-01-01

    Listening as a skills objective must be emphasized throughout the curriculum of school subjects. There are a variety of learning opportunities which stress the art and skills of listening. In conversation, it might be embarrassing if the sender of the message needs to repeat content due to faulty listening habits. Or, the responder in response…

  9. Curriculum Guide for Agriculture.

    ERIC Educational Resources Information Center

    Oregon State Board of Education, Salem. Div. of Community Colleges and Career Education.

    Developed through a cooperative effort by industry and education, this curriculum guide outlines the basic knowledge and skills necessary for entry-level competencies in the broad field of agriculture, or for entrance into a post-high school program. This guide is one of several developed for Oregon's new approach to secondary education called…

  10. The Shadow Curriculum

    ERIC Educational Resources Information Center

    Brown, Pamela U.

    2005-01-01

    This chapter will explore the "shadow curriculum" (a term used by those who question the assumption that direct selling to students who are compelled to attend school is questionable on several levels--ethical, moral, and democratic) and its connection to media literacy. The author first summarizes the kinds of marketing in schools that…

  11. Curriculum Challenges in California.

    ERIC Educational Resources Information Center

    Adler, Louise

    1993-01-01

    This paper presents findings from a longitudinal study that examined the extent and types of challenges to curriculum in California school districts. A survey of school districts conducted in 1990 yielded 421 usable responses. The second survey, sent in 1991, elicited 379 responses, a 37.5 percent response rate. Findings indicate that the number…

  12. Solar Curriculum Guides, 1980.

    ERIC Educational Resources Information Center

    Seward County Community Coll., Liberal, KS.

    This document contains an outline for a curriculum to train solar energy technicians in community colleges. The guide contains eight courses, each of which is divided into one to five modules. Modules, in turn, are divided into units, and units contain student handouts appropriate to the material. The following eight courses are included in this…

  13. Into the Curriculum.

    ERIC Educational Resources Information Center

    School Library Media Activities Monthly, 1991

    1991-01-01

    Provides fully developed library media activities that are designed to be used in connection with specific curriculum units. Topics covered include art (U.S. folk art); reading/language arts (dramatizing story events); science (simple machines); and social studies (state and federal legislatures, and explorers). (LRW)

  14. EMR Curriculum Guide: Primary.

    ERIC Educational Resources Information Center

    Ruschmeier, Veronica M., Ed.; Rockwell, Linda, Ed.

    Presented is a curriculum guide for educable mentally retarded children in primary and intermediate grades which specifies behavioral and interim objectives in the areas of basic verbal and arithmetic skills, vocational competencies, social competencies, and physical skills. Objectives such as the following are identified at the primary level:…

  15. Instruction and Curriculum

    ERIC Educational Resources Information Center

    Wees, W. R.

    1975-01-01

    Looks at four books--"Will It Grow in a Classroom," edited by Beatrice and Ronald Gross; "Beyond Customs," by Charity James; "Toward a Mankind School: An Adventure in Humanistic Education," by John Goodlad and others; and "Conflicting Conceptions of Curriculum," edited by Elliott Eisner and Elizabeth Vallance. (IRT)

  16. Psychopharmacology Curriculum Field Test

    ERIC Educational Resources Information Center

    Zisook, Sidney; Balon, Richard; Benjamin, Sheldon; Beresin, Eugene; Goldberg, David A.; Jibson, Michael D.; Thrall, Grace

    2009-01-01

    Objective: As part of an effort to improve psychopharmacology training in psychiatric residency programs, a committee of residency training directors and associate directors adapted an introductory schizophrenia presentation from the American Society of Clinical Psychopharmacology's Model Psychopharmacology Curriculum to develop a multimodal,…

  17. Precision Optics Curriculum.

    ERIC Educational Resources Information Center

    Reid, Robert L.; And Others

    This guide outlines the competency-based, two-year precision optics curriculum that the American Precision Optics Manufacturers Association has proposed to fill the void that it suggests will soon exist as many of the master opticians currently employed retire. The model, which closely resembles the old European apprenticeship model, calls for 300…

  18. EIGHTH GRADE ENGLISH CURRICULUM.

    ERIC Educational Resources Information Center

    University City School District, MO.

    A CURRICULUM GUIDE FOR TEACHING EIGHTH-GRADE ENGLISH WAS DEVELOPED IN 1965 AT UNIVERSITY CITY, MISSOURI. FOUR UNITS ARE PRESENTED IN DETAILED OUTLINE FORM--"PAST THROUGH PROLOGUE,""GROWING UP,""WHAT IS HUMOR," AND "HEROES, REAL AND UNREAL." THREE OTHER UNITS ARE SUGGESTED BUT NOT OUTLINED--"VALUE AND…

  19. Freshman English Curriculum.

    ERIC Educational Resources Information Center

    Kershner, Ivan; Holt, Pol

    This leveled curriculum guide, composed of assignment and evaluation sheets, is divided into five different sections. Freshmen Grammar deals with such topics as subject-verb agreement, punctuation and capitalization, possessives, complete sentences, parts of speech, correct verb form, simple and complex sentences, and correct word form. Freshman…

  20. Insight: An Energy Curriculum.

    ERIC Educational Resources Information Center

    Kohl, Herb

    1979-01-01

    The author explains some of the activities he uses in his upper elementary energy curriculum when dealing with these topics: the definition of energy; gasoline consumption; energy conversion; solar energy; and the politics of energy. Resource agencies to which students may write for information are listed. (SJL)

  1. Electro-Mechanical Curriculum.

    ERIC Educational Resources Information Center

    EASTCONN Regional Educational Services Center, North Windham, CT.

    This electromechanical technician curriculum covers the following general areas: (1) basic soldering; (2) reading diagrams and following schematics; and (3) repairing circuitry and mechanics common to major appliances, vending machines, amusement equipment, and small office machines. The manual includes the following sections: (1) course…

  2. Into the Curriculum.

    ERIC Educational Resources Information Center

    School Library Media Activities Monthly, 1996

    1996-01-01

    Provides five fully developed library media activities designed for use with specific curriculum units in art, health and nutrition, mathematics, science, and social studies. Library media skills, objectives, grade levels, instructional roles, procedures, evaluation, and follow-up are described for each activity. Specific topics include aardvarks,…

  3. Metal Trades Technology Curriculum.

    ERIC Educational Resources Information Center

    EASTCONN Regional Educational Services Center, North Windham, CT.

    This curriculum guide provides materials for a metal trades technology course of study at the high school level. Its stated purpose is to help students acquire the trade knowledge necessary to function effectively in the shipfitting, welding, and piping trades. Contents include: a course description, a list of general objectives; lists of…

  4. Connect Your Curriculum.

    ERIC Educational Resources Information Center

    Foster, Andrea; And Others

    1991-01-01

    Four elementary teachers describe how they support an interdisciplinary curriculum using integrated units. One builds tall towers of spaghetti. Another touches on all subjects using baseball card games. The third turns the playground into an archeological dig. The last sails the ocean along with the Pilgrims. (SM)

  5. Women's History Curriculum Guide.

    ERIC Educational Resources Information Center

    Ruthsdotter, Mary, Ed.; Eisenberg, Bonnie, Ed.

    This curriculum guide is designed to facilitate teachers' first efforts to introduce information about women in U.S. history. The guide promotes a multicultural awareness of women's history beginning with the Native Americans and proceeding to current issues of diversity. Activities are divided for grades 1-6 and 7-12 but may be adapted as…

  6. Universal Teller Curriculum Guide.

    ERIC Educational Resources Information Center

    DuPage Area Vocational Education Authority, Addison, IL.

    This curriculum guide has been designed to provide the teacher with a basis for planning a comprehensive program in the career field of universal teller, and to allow the teacher and learner maximum flexibility. The teaching or instruction, in both educational and financial institutions, can be accomplished through large formal groups, small…

  7. The Business Education Curriculum

    ERIC Educational Resources Information Center

    Rader, Martha; Meggison, Peter

    2007-01-01

    The business education curriculum encompasses the educational experiences of business students at all levels. Business education curricula include a variety of programs, courses, units, course objectives, student competencies, assessments, and extracurricular activities that have evolved over the years. Curricula are driven by numerous internal…

  8. Manufacturing Technology. Curriculum Guide.

    ERIC Educational Resources Information Center

    North Dakota State Board for Vocational Education, Bismarck.

    This guide provides the basic foundation to develop a one-semester course based on the cluster concept, manufacturing technology. One of a set of six guides for an industrial arts curriculum at the junior high school level, it suggests activities that allow students (1) to become familiar with and use some of the tools, materials, and processes…

  9. EMH Curriculum Guide.

    ERIC Educational Resources Information Center

    Gwinnett County Schools, GA.

    The guide consists of behaviorally stated, developmentally sequenced curriculum objectives for mentally retarded students from preprimary through high school levels. Five major sections present detailed skill objectives in the following areas: (1) basic academic skills (motor development, perceptual development, language development, reading,…

  10. Latin Curriculum Guide.

    ERIC Educational Resources Information Center

    North Carolina State Dept. of Public Instruction, Raleigh. Instructional Services.

    North Carolina's Latin curriculum guide describes the overarching concepts for Latin study, particularly at the secondary level, and outlines what students should know and be able to do at the beginning, intermediate, and advanced levels. It is designed to provide directions to school districts as they plan and/or continue to improve their Latin…

  11. Accounting & Computing Curriculum Guide.

    ERIC Educational Resources Information Center

    Avani, Nathan T.; And Others

    This curriculum guide consists of materials for use in teaching a competency-based accounting and computing course that is designed to prepare students for employability in the following occupational areas: inventory control clerk, invoice clerk, payroll clerk, traffic clerk, general ledger bookkeeper, accounting clerk, account information clerk,…

  12. The Disappearing Moral Curriculum.

    ERIC Educational Resources Information Center

    O'Brien, Dennis

    1997-01-01

    Compares the stated educational philosophy of several colleges and universities in 1896-97 with the contemporary version, focusing on the role of moral values in the curriculum. Institutions discussed include the University of Maine, University of North Dakota, Washington State University, Gettysburg College (Pennsylvania), Stetson University…

  13. Arts throughout the Curriculum.

    ERIC Educational Resources Information Center

    Manner, Jane Carol

    2002-01-01

    Describes how curriculum integration can help art enhance learning during times when the arts may be considered dispensable and removed from education, presenting examples of how classroom teachers have examined art as a link to expanded understanding of history, science, math, reading, current events, geography, cultural studies, emotions,…

  14. Systems of Justice Curriculum.

    ERIC Educational Resources Information Center

    Herbert, Phil James, Comp.

    The high school curriculum guide on law consists of an outline of the American legal system. A major objective is to provide students with legal knowledge in order to better understand the reasons for keeping the law. Both the public and individual's responsibilities toward law enforcement are dealt with. The guide is divided into five units. Unit…

  15. Music Curriculum Evaluation Report.

    ERIC Educational Resources Information Center

    Stoneberg, Bert, Jr.

    The Music Curriculum Steering Committee of the Greater Albany (Oregon) Public School District 8J developed its own tests and evaluation procedures to accumulate data on music achievement and performance levels from students in third, fifth, eighth, and eleventh grades. Tests for third and fifth grade students focused on musical notation, listening…

  16. Into the Curriculum.

    ERIC Educational Resources Information Center

    School Library Media Activities Monthly, 1991

    1991-01-01

    Describes fully developed library media activities that are designed to be used in connection with specific curriculum units. Highlights include music (the music of Africa), language arts (American Black poets), science (the work of George Washington Carver), and social studies (Laura Ingalls Wilder and the movement West). (LRW)

  17. Aging: A Kindergarten Curriculum.

    ERIC Educational Resources Information Center

    Storck, Patricia A.; Davies, Barbara K.

    This paper presents a curriculum for kindergarten children designed to increase children's understanding of the aging adult, make them aware of the likenesses and differences between the young and old adult, and encourage them to develop a friendship with an older adult. An introduction discusses the attention recently being given to aging and…

  18. Biology Curriculum Support Document.

    ERIC Educational Resources Information Center

    North Carolina Dept. of Public Instruction, Raleigh.

    This biology curriculum supplement includes the North Carolina Standard Course of Study Goals, helpful resources, and suggested activities supported by inquiry-based laboratory activities. Contents include a detailed description of content which provides the goals and standards being sough), a materials list for inquiry support labs and…

  19. Vocational Carpentry Curriculum Guide.

    ERIC Educational Resources Information Center

    Virginia Polytechnic Inst. and State Univ., Blacksburg. Dept. of Education.

    The carpentry curriculum guide was developed as a basic guide to be used by instructors in formulating their own courses of study. The material is designed for use in vocational carpentry classes at grade levels 10, 11, and 12. Planned as a two-year sequence, it incorporates 1080 class hours of instruction and emphasizes light or residential type…

  20. Language & Literature. Curriculum Handbook.

    ERIC Educational Resources Information Center

    Livonia Public Schools, MI.

    The global education curriculum presented in this booklet is offered as a model, of integrated, interdisciplinary English studies, that involves participants in cultural, scientific, ecological, and economic issues while promoting student awareness of the nature and development of world literature, languages, the arts, and their…

  1. Curriculum: Hierarchy or Decalage?

    ERIC Educational Resources Information Center

    Buell, Robert R.

    The assumptions of curriculum based upon external reinforcement psychology and subject-content mastery by remands and punishments are 1) a stable pupil IQ, 2) largely environmentally determined, 3) essentially evaluated through problem-solving to get answers, 4) a one-to-one correspondence with concept and conceptual-scheme hierarchical learning…

  2. A Curriculum for Purchasing.

    ERIC Educational Resources Information Center

    Pinkerton, Richard L.

    The primary objective of this study was to determine the educational needs of persons engaged in purchasing and materials management functions in order to develop a curriculum plan which would adequately prepare personnel for entry and career progression within the field of purchasing. In addition to literature reviews and analyses on the subject,…

  3. Child Safety Curriculum Standards.

    ERIC Educational Resources Information Center

    National School Safety Center, Malibu, CA.

    This document presents a set of child safety curriculum guidelines intended to help prevent child victimization and to promote safer living and learning environments for children and adolescents across America. These guidelines were developed to help educators, law enforcement personnel, and members of other youth-serving agencies teach children…

  4. Rethinking the MSW Curriculum

    ERIC Educational Resources Information Center

    Colby, Ira C.

    2013-01-01

    The foundation year and specialization year of study are the accepted framework for graduate social work education. A common belief among educators is that accreditation standards are prescriptive by design, resulting in a rigidity that neither encourages nor supports curricular innovation. This article outlines a newly developed curriculum model…

  5. Designing a Comprehensive Curriculum

    ERIC Educational Resources Information Center

    Faulkner, T. L.

    1970-01-01

    A comprehensive rural "agribusiness industry" curriculum might include: (1) The World of Work (Grade 7 or 8), (2) Vocational Orientation (Grade 9), (3) Basic Agriculture and Industry (Grade 10), (4) Specialized Agribusiness Industry (Grade 11), and (5) Advanced Agribusiness Industry (Grade 12). (DM)

  6. K-6 Science Curriculum.

    ERIC Educational Resources Information Center

    Blueford, J. R.; And Others

    A unified science approach is incorporated in this K-6 curriculum mode. The program is organized into six major cycles. These include: (1) science, math, and technology cycle; (2) universe cycle; (3) life cycle; (4) water cycle; (5) plate tectonics cycle; and (6) rock cycle. An overview is provided of each cycle's major concepts. The topic…

  7. Australian Curriculum Linked Lessons

    ERIC Educational Resources Information Center

    Hurrell, Derek

    2013-01-01

    In providing a continued focus on tasks and activities that help to illustrate key ideas embedded in the new Australian Curriculum, the focus in this issue is on Measurement in the Measurement and Geometry strand. The small unit of work on measurement presented in this article has activities that can be modified to meet the requirements of…

  8. Across the Curriculum.

    ERIC Educational Resources Information Center

    Burns, Marilyn; And Others

    1994-01-01

    Across-the-curriculum articles focus on four areas. A math activity describes optical illusions and the properties of shapes. A hands-on science activity presents the chemistry of secret messages. A writing lesson helps students capture the essence of character. An art lesson presents a project on medieval castles. (SM)

  9. Engineering Technology Curriculum Guidelines

    ERIC Educational Resources Information Center

    Gershon, J. J.

    1977-01-01

    Summarizes curriculum guidelines for the following engineering technologies: chemical, industrial, mining, petroleum, nuclear, civil, mechanical, electrical, automotive, and manufacturing. In a few years, these Engineering Council for Professional Development committee guidelines are intended to become the criteria by which programs will be judged…

  10. Project Ranger Curriculum Guide.

    ERIC Educational Resources Information Center

    Fox, Carla; And Others

    The objective of Project Ranger is to improve school behavior and academic performance of selected, primarily "disruptive," students who are failing in the traditional school program. The Ranger curriculum uses the outdoor environment as the medium for improving student self-concept and relations with peers and adults and for providing…

  11. Pharmacy Technician Curriculum Guide.

    ERIC Educational Resources Information Center

    Maddox, Ray R.

    This Idaho state curriculum guide provides lists of tasks, performance objectives, and enabling objectives for instruction designed to prepare entry-level pharmacy technicians or help already employed pharmacy technicians retain their jobs or advance in their field. Following a list of tasks and an introduction, the bulk of the document consists…

  12. Construction Trades Curriculum.

    ERIC Educational Resources Information Center

    Alaska State Dept. of Education, Juneau. Div. of Adult and Vocational Education.

    This competency-based curriculum is designed to be a handbook for the construction trades. It includes all competencies a student will acquire in the course of building a complete house. Based on a survey of Alaskan construction employers and employees, the handbook stresses both principles and skills. The 23 units are presented in the sequence…

  13. Into the Curriculum.

    ERIC Educational Resources Information Center

    Terry, Christine; And Others

    1996-01-01

    Provides five fully developed library media activities that are designed for use with specific curriculum units in reading and language arts, science, and social studies. Library skills, objectives, grade levels, instructional roles, procedures, evaluation, and follow-up are described for each activity. Topics include poetry, memory, plant/animal…

  14. Beauvoir Health Curriculum.

    ERIC Educational Resources Information Center

    Thompson, Sylvia, Ed.

    This health curriculum, developed by an elementary school faculty, provides three sets of lesson plans. Lesson plans include lessons taught by the school nurse, resource teachers, and classroom teachers. The topics considered in the lessons taught by the school nurse include hygiene, germs and diseases, safety, nutrition, and drugs. Topics…

  15. Incentives from Curriculum Tracking

    ERIC Educational Resources Information Center

    Koerselman, Kristian

    2013-01-01

    Curriculum tracking creates incentives in the years before its start, and we should therefore expect test scores to be higher during those years. I find robust evidence for incentive effects of tracking in the UK based on the UK comprehensive school reform. Results from the Swedish comprehensive school reform are inconclusive. Internationally, I…

  16. ISSUES. Teacher Curriculum Guide.

    ERIC Educational Resources Information Center

    Mid-Continent Regional Educational Lab., Inc., Kansas City, MO.

    Innovative Social Studies: Urban Elementary Schools, known as ISSUES, is a social studies program actively pursuing the profound social problems of our times by daily student involvement with solutions as part of the curriculum. Upper elementary and junior high students increase their understanding in active participation in community problem…

  17. Special Needs Curriculum Guide.

    ERIC Educational Resources Information Center

    Idaho State Board of Vocational Education, Boise.

    The curriculum guide was designed for Vocational Special Needs Programs in Idaho and concentrates on preparing handicapped and disadvantaged students to succeed in regular vocational programs. The subjects, pre-vocational in nature, include: Living Skills (self concept, life management, community resources, food and nutrition, clothing and…

  18. Curriculum Transformation Through Critique.

    ERIC Educational Resources Information Center

    Alessio, John C.

    1996-01-01

    As part of a quality initiative, the Minnesota State University System identified as a major goal the cultivation of "capacity for critical thinking" and a culturally inclusive syllabus. St. Cloud State University issued a call for curriculum proposals, resulting in 29 proposals from 22 departments, some representing significant…

  19. Occupational Clothing Curriculum.

    ERIC Educational Resources Information Center

    Fraser, Annette J.

    Designed to provide individualized, hands-on experience for secondary or postsecondary students in gainful homemaking programs, this occupational clothing curriculum contains eight learning modules. The following topics are covered in the modules: plant production for the needle trades (needle trade structure and operation, terminology, history,…

  20. The Changing Curriculum: Mathematics.

    ERIC Educational Resources Information Center

    Davis, Robert B.

    In this 1967 booklet, influences of technology, the non-achiever and the culturally disadvantaged, and the revolt against formalism are discussed in relation to the modern mathematics curriculum. Some projects and school programs described include PLATO, the Nuffield Project, the Nova School Program, Advanced Placement Program, and teacher…

  1. Home Start Curriculum Guide.

    ERIC Educational Resources Information Center

    Roggman, Lori; And Others

    This curriculum guide contains monthly work plans and weekly activity units for a Home Start Program. Emphasis is placed on the importance of the home, the family unit, and the education and development of young children by their own parents. Yearly goals include concern for the following: physical and dental health, nutrition, mental health and…

  2. Grasshopping across the Curriculum.

    ERIC Educational Resources Information Center

    Peterson, Blanche F.

    A writing across the curriculum project at Trumbull High School (Connecticut) is based on a cross section of English, science, and career education courses: advanced composition, science fiction, physics, chemistry, biology, and vocational agriculture. It focuses on writing as a mode of learning; extending and refining the students' processes of…

  3. Preventive Law Curriculum Guide.

    ERIC Educational Resources Information Center

    Henderson, Martha V.; Gullatt, David E.; Hardin, Dawn T.; Jannik, Catherine; Tollett, John R.

    This curriculum guide presents a context for preservice education and/or professional development in education law for teachers. Section 1, "Teacher Liability," discusses "Duty to Supervise,""Providing Reasonable Care,""Duty,""Preventing Student-to-Student Sexual Harassment,""Reporting Child…

  4. School Curriculum in Japan

    ERIC Educational Resources Information Center

    Nakayasu, Chie

    2016-01-01

    This article examines Japanese education system especially relevant to the school curriculum, which might support Japanese high performance in the OECD's Programme for International Student Assessment (PISA), mainly through Japanese policy documents. The Japanese education systems have been constructed by the local context of society and politics,…

  5. Parenthood Education Curriculum 1990.

    ERIC Educational Resources Information Center

    Oregon State Dept. of Education, Salem. Div. of Vocational Technical Education.

    Oregon's Parenthood Curriculum has been designed for use within the state's middle/junior high school home economics classrooms; its overall goal is to enable future parents to nurture their children, based on a practical reasoning process that helps students examine the underlying causes of practical problems and the implications of solutions for…

  6. The Curriculum Gap

    ERIC Educational Resources Information Center

    Carroll, Kathleen

    2015-01-01

    The challenge of updating curriculum to align with Common Core State Standards is a national one felt by states, districts, and teachers alike. Teachers generally express enthusiasm for the Common Core, but consistently cite a lack of high-quality curricula as an impediment to teaching them. The demand for core-aligned quality materials has far…

  7. An Adult ESL Curriculum.

    ERIC Educational Resources Information Center

    South Carolina Literacy Resource Center, Columbia.

    This curriculum framework for adult literacy was written by 21 South Carolina adult English-as-a-Second-Language (ESL) instructors, as submitted to the South Carolina Literacy Resource Center. It is based on current theories in the fields of adult education and second language acquisition and is designed to be flexible so that it may be adapted to…

  8. Fashion Merchandising Curriculum Guide.

    ERIC Educational Resources Information Center

    Winthrop Coll., Rock Hill, SC. School of Home Economics.

    The curriculum guide (developed by the South Carolina Office of Vocational Education, the School of Home Economics of Winthrop College, business leaders, and distributive educators) is designed for the teaching of a one-year distributive education specialty program for 12th grade students interested in pursuing a career in fashion merchandising.…

  9. An in vitro investigation to compare the surface roughness of auto glazed, reglazed and chair side polished surfaces of Ivoclar and Vita feldspathic porcelain.

    PubMed

    Sethi, Sumit; Kakade, Dilip; Jambhekar, Shantanu; Jain, Vinay

    2013-12-01

    The change in surface roughness after different surface finishing techniques has attracted the attention of several prosthodontists regarding wear of opposing teeth or restorative material and the strength; plaque retention and appearance of the restoration. However, there is considerable controversy concerning the best methods to achieve the smoothest and strongest porcelain restorations after chair side clinical adjustments. The purpose of this in vitro study was to compare the average surface roughness of a self-glazed surface, a chair side polished surface and a reglazed surface of ceramic. Two feldspathic porcelain, namely VITA VMK94 (Vita Zahnfabrik, Bad Sachingen, Germany) and IVOCLAR CLASSIC (Vivadent AG, FL-9494 Schaan, Liechtenstein) were selected to fabricate 20 specimens of each in the shape of shade guide tabs. A medium-grit diamond rotary cutting instrument was used to remove the glaze layer, and then the surface of half the specimens were re-glazed and the other half were polished using a well-defined sequence of polishing comprising of: Shofu porcelain polishing system, White gloss disc/polishing wheel, Silicone cone with diamond polishing paste and finally with small buff wheel with pumice slurry. The surface roughness (Ra) (μm) of the specimens was evaluated using a profilometer and scanning electron microscope. The data were statistically analyzed by using Student's t test. The results had shown that there is no statistically significant difference both quantitatively and qualitatively, between the surface roughness of reglazed and chair-side polished surface. In addition, both reglazed and chair-side polished surfaces are better than the autoglazed surface. Within all the groups, there is no significant difference between companies. Polishing an adjusted porcelain surface with the suggested sequence of polishing will lead to a finish similar to a re-glazed surface. Therefore chair-side polishing can be a good alternative to reglazing for

  10. In Vivo and in Vitro Evaluations of Repeatability and Accuracy of VITA Easyshade® Advance 4.0 Dental Shade-Matching Device

    PubMed Central

    Illeš, Iva Ž.; Alajbeg, Maja; Žagar

    2015-01-01

    Objectives The objective of this study was to evaluate the intra-device repeatability and accuracy of dental shade-matching device (VITA Easyshade® Advance 4.0) using both in vitro and in vivo models. Materials and methods For the repeatability assessment, the in vivo model utilized shade-matching device to measure the central region of the labial surface of right maxillary central incisors of 10 people twice. The following tooth colors were measured: B1, A1, A2, A3, C1 and C3. The in vitro model included the same six Vitapan Classical tabs. Two measurements were made of the central region of each shade tab. For the accuracy assessment, each shade tab from 3 Vitapan Classical shade guides was measured once. CIE L*a*b* values were determined. Intraclass correlation coefficients (ICCs) were used to analyze the in vitro and in vivo intra-device repeatability of the shade-matching device. The difference between in vitro and in vivo models was analyzed. Accuracy of the device tested was calculated. Results The mean color differences for in vivo and in vitro models were 3.51 and 1.25 E units, respectively. The device repeatability ICCs for in vivo measurements ranged from 0.858 to 0.971 and for in vitro from 0.992 to 0.994. Accuracy of the device tested was 93.75%. Conclusion Within the limitations of the experiment, VITA Easyshade®Advance 4.0 dental shade-matching device enabled reliable and accurate measurement. It can be a valuable tool for the determination of tooth colours. PMID:27688393

  11. Raising awareness of the hidden curriculum in veterinary medical education: a review and call for research.

    PubMed

    Whitcomb, Tiffany L

    2014-01-01

    The hidden curriculum is characterized by information that is tacitly conveyed to and among students about the cultural and moral environment in which they find themselves. Although the hidden curriculum is often defined as a distinct entity, tacit information is conveyed to students throughout all aspects of formal and informal curricula. This unconsciously communicated knowledge has been identified across a wide spectrum of educational environments and is known to have lasting and powerful impacts, both positive and negative. Recently, medical education research on the hidden curriculum of becoming a doctor has come to the forefront as institutions struggle with inconsistencies between formal and hidden curricula that hinder the practice of patient-centered medicine. Similarly, the complex ethical questions that arise during the practice and teaching of veterinary medicine have the potential to cause disagreement between what the institution sets out to teach and what is actually learned. However, the hidden curriculum remains largely unexplored for this field. Because the hidden curriculum is retained effectively by students, elucidating its underlying messages can be a key component of program refinement. A review of recent literature about the hidden curriculum in a variety of fields, including medical education, will be used to explore potential hidden curricula in veterinary medicine and draw attention to the need for further investigation.

  12. Resident education curriculum in pediatric and adolescent gynecology: the short curriculum.

    PubMed

    Fleming, Nathalie; Amies Oelschlager, Anne-Marie; Browner-Elhanan, Karen J; Huguelet, Patricia S; Kaul, Paritosh; Talib, Hina J; Wheeler, Carol; Loveless, Meredith

    2014-04-01

    The degree of exposure to Pediatric and Adolescent Gynecology (PAG) varies across academic programs in Obstetrics and Gynecology, Pediatrics, and Adolescent Medicine. Nevertheless, these programs are responsible to train residents and provide opportunities within their training programs to fulfill PAG learning objectives. To that end, North American Society for Pediatric and Adolescent Gynecology has taken a leadership role in PAG resident education by disseminating the Short Curriculum with specific learning objectives and list of essential resources where key concepts in PAG can be covered.

  13. Wilderness Medicine.

    PubMed

    Alexander, Whitney; Bright, Steven; Burns, Patrick; Townes, David

    2016-03-01

    Wilderness medicine encompasses prevention and treatment of illness and injury, education and training, emergency medical services, and search and rescue in the wilderness. Although traumatic injuries, including minor injuries, outnumber medical illness as the cause of morbidity in the wilderness, basic understanding of the prevention and management of injury and illness, including recognition, identification, treatment, initial management, and stabilization, is essential, in addition to the ability to facilitate evacuation of affected patients. An important theme throughout wilderness medicine is planning and preparation for the best- and worst-case scenarios, and being ready for the unexpected.

  14. Is there a discipline of community medicine?

    PubMed

    Brickner, P W

    1976-06-01

    Community Medicine is a distinct and definable discipline. Through Community Medicine Departments of medical schools and hospitals, patient care, teaching and research programs are conducted in an integrated fashion, concerned with a broad definition of health which is beyond the range of other clinical departments. Because Community Medicine is a developing field, and Departments of Community Medicine are not rigidly tied to traditional approaches, there exist unusual opportunities for new design and fresh insight. Community Medicine is in the fore of Medicine's ability to evolve with the society around us. Community Medicine both identifies the need for change, and acts as an agent for the change. There are obstacles. The most difficult challenges we face are obtaining curriculum time for a new discipline which, to those caught in "the vice-like irrational grip of tradition" (18), may not appear worthy; and ridding ourselves of the sterotype that the hospital can be the single unified source of health care for all community people. These problems are being resolved, however, and the inherent value of community medicine as a new body of theory and practice becomes increasingly clear.

  15. Family Orientation in Family Medicine Training

    PubMed Central

    Talbot, Yves R.; Tannenbaum, David

    1990-01-01

    Teaching about the family has become an important part of the family medicine curriculum. The family orientation index, a 39-item questionnaire, was designed to evaluate the family orientation of services and care provided as well as the teaching and research. The questionnaire was distributed to 55 program directors at 16 Canadian universities. The response rate was 84%. The results indicate that the family orientation of services is less than optimal. PMID:21233938

  16. Is old medicine new medicine?

    PubMed

    Montaocean, K

    1991-07-01

    By the year 2000, over 90% of cases of acquired immunodeficiency syndrome (AIDS) are expected in Third World countries where Western medicine is often unavailable, unaffordable, or culturally unacceptable. Thus, there is a need for greater attention to the potential role of traditional medicine and healers in the prevention and treatment of AIDS. A US-based nongovernmental organization, Green Cross Inc, is examining cross-cultural healing traditions and seeking areas of convergence between scientific bio-medicine and indigenous traditional healing systems. At a street clinic operated by Green Cross in Washington DC, both Western medicine and traditional Chinese practices such as acupuncture, herbal remedies, and meditation are offered to AIDS patients at those at risk of infection. Although the individualized nature of Chinese medicine makes it difficult to evaluate through use of Western research methods, there is anecdotal evidence that it reduces the stress, anxiety, depression, and fatigue that accompany AIDS. Health care systems in all parts of the world could benefit from the concept that illness cannot be treated in isolation from individuals and communities.

  17. The American Society for Radiation Oncology's 2010 Core Physics Curriculum for Radiation Oncology Residents

    SciTech Connect

    Xiao Ying; De Amorim Bernstein, Karen; Chetty, Indrin J.; Eifel, Patricia; Hughes, Lesley; Klein, Eric E.; McDermott, Patrick; Prisciandaro, Joann; Paliwal, Bhudatt; Price, Robert A.; Werner-Wasik, Maria; Palta, Jatinder R.

    2011-11-15

    Purpose: In 2004, the American Society for Radiation Oncology (ASTRO) published its first physics education curriculum for residents, which was updated in 2007. A committee composed of physicists and physicians from various residency program teaching institutions was reconvened again to update the curriculum in 2009. Methods and Materials: Members of this committee have associations with ASTRO, the American Association of Physicists in Medicine, the Association of Residents in Radiation Oncology, the American Board of Radiology (ABR), and the American College of Radiology. Members reviewed and updated assigned subjects from the last curriculum. The updated curriculum was carefully reviewed by a representative from the ABR and other physics and clinical experts. Results: The new curriculum resulted in a recommended 56-h course, excluding initial orientation. Learning objectives are provided for each subject area, and a detailed outline of material to be covered is given for each lecture hour. Some recent changes in the curriculum include the addition of Radiation Incidents and Bioterrorism Response Training as a subject and updates that reflect new treatment techniques and modalities in a number of core subjects. The new curriculum was approved by the ASTRO board in April 2010. We anticipate that physicists will use this curriculum for structuring their teaching programs, and subsequently the ABR will adopt this educational program for its written examination. Currently, the American College of Radiology uses the ASTRO curriculum for their training examination topics. In addition to the curriculum, the committee updated suggested references and the glossary. Conclusions: The ASTRO physics education curriculum for radiation oncology residents has been updated. To ensure continued commitment to a current and relevant curriculum, the subject matter will be updated again in 2 years.

  18. Zoological medicine and public health.

    PubMed

    Chomel, Bruno B; Osburn, Bennie I

    2006-01-01

    Public-health issues regarding zoological collections and free-ranging wildlife have historically been linked to the risk of transmission of zoonotic diseases and accidents relating to bites or injection of venom or toxins by venomous animals. It is only recently that major consideration has been given worldwide to the role of the veterinary profession in contributing to investigating zoonotic diseases in free-ranging wildlife and integrating the concept of public health into the management activities of game preserves and wildlife parks. At the veterinary undergraduate level, courses in basic epidemiology, which should include outbreak investigation and disease surveillance, but also in population medicine, in infectious and parasitic diseases (especially new and emerging or re-emerging zoonoses), and in ecology should be part of the core curriculum. Foreign diseases, especially dealing with zoonotic diseases that are major threats because of possible agro-terrorism or spread of zoonoses, need to be taught in veterinary college curricula. Furthermore, knowledge of the principles of ecology and ecosystems should be acquired either during pre-veterinary studies or, at least, at the beginning of the veterinary curriculum. At the post-graduate level, master's degrees in preventive veterinary medicine, ecology and environmental health, or public health with an emphasis on infectious diseases should be offered to veterinarians seeking job opportunities in public health and wildlife management.

  19. The Effect of the Hidden Curriculum on Resident Burnout and Cynicism

    PubMed Central

    Billings, Martha E.; Lazarus, Michael E.; Wenrich, Marjorie; Curtis, J. Randall; Engelberg, Ruth A.

    2011-01-01

    Introduction Residents learn and participate in care within hospital cultures that 5 tolerate unprofessional conduct and cynical attitudes, labeled the “hidden curriculum.” We hypothesized that this hidden curriculum 5 have deleterious effects on residents' professional development and investigated whether witnessing unprofessional behavior during residency was associated with burnout and cynicism. Methods We surveyed internal medicine residents at 2 academic centers for 3 years (2008–2010). Hidden curriculum items assessed exposure to unprofessional conduct. We used regression analyses to examine if hidden curriculum scores were associated with cynicism and the Maslach Burnout Inventory depersonalization and emotional exhaustion domain scores. Results The response rate was 48% (337 of 708). In the 284 surveys analyzed, 45% of respondents met burnout criteria and had significantly higher hidden curriculum scores (26 versus 19, P < .001) than those not meeting criteria. In cross-sectional analyses, the hidden curriculum score was significantly associated with residents' depersonalization, emotional exhaustion, and cynicism scores. Cynicism scores were also associated with burnout. Conclusions Exposure to unprofessional conduct was associated with higher burnout and cynicism scores among internal medicine residents. We also found that cynicism and burnout were significantly associated and 5 be measures of similar but not necessarily identical responses to the challenges posed by residency. Measuring the hidden curriculum and cynicism 5 provide direction for educators attempting to reform hospital culture and improve resident well-being. PMID:23205199

  20. Medicines for sleep

    MedlinePlus

    Benzodiazepines; Sedatives; Hypnotics; Sleeping pills; Insomnia - medicines; Sleep disorder - medicines ... the-counter (OTC) sleeping pills contain antihistamines. These medicines are commonly used to treat allergies. While these ...

  1. Medicinal Plants.

    ERIC Educational Resources Information Center

    Phillipson, J. David

    1997-01-01

    Highlights the demand for medicinal plants as pharmaceuticals and the demand for health care treatments worldwide and the issues that arise from this. Discusses new drugs from plants, anticancer drugs, antiviral drugs, antimalarial drugs, herbal remedies, quality, safety, efficacy, and conservation of plants. Contains 30 references. (JRH)

  2. Medicine Handbook.

    ERIC Educational Resources Information Center

    New York State Education Dept., Albany. Office of the Professions.

    New York State education law, rules, and regulations concerning the practice of medicine are presented, along with requirements and procedures for obtaining licensure and first registration as a physician. State statutory provisions cover: duration and registration of a license, practice and regulation of the profession, supervision by the Board…

  3. Medicine Handbook.

    ERIC Educational Resources Information Center

    New York State Education Dept., Albany. Office of the Professions.

    A reference guide to laws, rules, and regulations that govern medical practice in New York State is presented. After an overview of professional regulation in the state, licensing requirements/procedures for medicine are described including education and postgraduate training requirements, state licensing examinations, and application…

  4. Nuclear medicine

    SciTech Connect

    Wagner, H.N. Jr.

    1986-10-17

    In 1985 and 1986 nuclear medicine became more and more oriented toward in vov chemistry, chiefly as a result of advances in positron emission tomography (PET). The most important trend was the extension of PET technology into the care of patients with brain tumors, epilepsy, and heart disease. A second trend was the increasing use of single-photon emission computed tomography (SPECT).

  5. How do we get gender medicine into medical education?

    PubMed

    Hochleitner, Margarethe; Nachtschatt, Ulrike; Siller, Heidi

    2013-01-01

    Gender medicine, which takes a differentiated look at human beings as individuals and aims to provide targeted, gender-specific medical care, is slowly gaining recognition and acceptance. Nevertheless, this medical science that cuts across all medical disciplines has been only marginally incorporated into medical education curricula. The authors will look at the incorporation of gender medicine into the curriculum of Innsbruck Medical University to discuss the factors and the strategy that helped to establish it.

  6. Nutrition education in the medical school curriculum: a proposal for action: a curriculum design.

    PubMed

    Frankle, R T

    1976-01-01

    Nutrition has been traditionally taught in medical schools with emphasis on clinical management of disease states with modified diets. However, the science of nutrition can no longer be considered only in terms of the diagnosis and treatment of nutritional deficiency diseases. Prevention of disease-care rather than cure-must be emphasized. Using the nutrition concepts that evolved from the 1972 Williamsburg Conference encompassing the science and the sociology of nutrition, the author offers a proposal for action-a sequential nutrition curriculum design for years, I, II, and III of undergraduate medical education based on the experiences of the Nutrition Division, Department of Community Medicine, Mount Sinai School of Medicine-City University of New York.

  7. Into the Curriculum.

    ERIC Educational Resources Information Center

    School Library Media Activities Monthly, 1991

    1991-01-01

    Most of these fully-developed library media activities are to be used in connection with specific curriculum units: art (paper marbling, grades 4-9); reading/language arts (national holiday customs, grades 1-6; Robin Hood, grades 4-5); science (zoo animals, grades K-2; the aurora borealis, grades 7-9; identifying and feeding birds (grades 2-3);…

  8. ADHD Medicines (for Kids)

    MedlinePlus

    ... Room? What Happens in the Operating Room? ADHD Medicines KidsHealth > For Kids > ADHD Medicines A A A ... doctor can decide if ADHD medicine is needed. Medicine and the Mind There are a lot of ...

  9. Undergraduate Training in Companion Animal Preventive Medicine at Louisiana State University.

    ERIC Educational Resources Information Center

    Bech-Nielsen, Steen

    1979-01-01

    The veterinary curriculum at the LSU School of Veterinary Medicine has developed an undergraduate professional training program in companion animal preventive medicine--a new area of specialization--as a field of clinical practice. Curricula for years three and four are described. (Author/MLW)

  10. Bibliography. Citations Obtained through the National Library of Medicine's MEDLARS Program.

    ERIC Educational Resources Information Center

    Journal of Medical Education, 1980

    1980-01-01

    A bibliography from the National Library of Medicine's MEDLARS Program covers: accreditation, certification and licensure; computers; continuing education; curriculum; educational measurement; faculty; forensic medicine; history; internship and residency; medical education in other countries; minority groups, sex and age factors; and premedical…

  11. Balancing personalized medicine and personalized care.

    PubMed

    Cornetta, Kenneth; Brown, Candy Gunther

    2013-03-01

    The current description of personalized medicine by the National Institutes of Health is "the science of individualized prevention and therapy." Although physicians are beginning to see the promise of genetic medicine coming to fruition, the rapid pace of sequencing technology, informatics, and computer science predict a revolution in the ability to care for patients in the near future. The enthusiasm expressed by researchers is well founded, but the expectations voiced by the public do not center on advancing technology. Rather, patients are asking for personalized care: a holistic approach that considers physical, mental, and spiritual well-being. This perspective considers psychological, religious, and ethical challenges that may arise as the precision of preventive medicine improves. Psychological studies already highlight the barriers to single gene testing and suggest significant barriers to the predictive testing envisioned by personalized medicine. Certain religious groups will likely mount opposition if they believe personalized medicine encourages embryo selection. If the technology prompts cost-containment discussions, those concerned about the sanctity of life may raise ethical objections. Consequently, the availability of new scientific developments does not guarantee advances in treatment because patients may prove unwilling to receive and act on personalized genetic information. This perspective highlights current efforts to incorporate personalized medicine and personalized care into the medical curriculum, genetic counseling, and other aspects of clinical practice. Because these efforts are generally independent, the authors offer recommendations for physicians and educators so that personalized medicine can be implemented in a manner that meets patient expectations for personalized care.

  12. Transfusion medicine

    SciTech Connect

    Murawski, K.; Peetoom, F.

    1986-01-01

    These proceedings contain 24 selections, including papers presented at the conference of American Red Cross held in May 1985, on the Subject of transfusion medicine. Some of the titles are: Fluosol/sup R/-DA in Radiation Therapy; Expression of Cloned Human Factor VIII and the Molecular Basis of Gene Defects that Cause Hemophilia; DNA-Probing Assay in the Detection of Hepatitis B Virus Genome in Human Peripheral Blood Cells; and Monoclonal Antibodies: Convergence of Technology and Application.

  13. Organizing Curriculum Change: An Introduction

    ERIC Educational Resources Information Center

    Westbury, Ian; Aspfors, Jessica; Fries, Anna-Verena; Hansén, Sven-Erik; Ohlhaver, Frank; Rosenmund, Moritz; Sivesind, Kirsten

    2016-01-01

    This paper introduces the questions and approaches of a five-nation cross-cultural study of state-based curriculum-making discussed in this issue of "JCS." The paper reviews the two decade-long interest of many nations in state-based curriculum-making and presents a framework for thinking about state-based curriculum-making as a tool of…

  14. [Travel medicine].

    PubMed

    Schubert, S; Grimm, M

    2009-07-01

    Travel medicine deals with travellers' diseases. The target group is therefore distinct from tropical medicine. It has gained in significance due to the increase in tourism and professional work abroad in the last 50 years. Dangerous and widespread diseases in tropical countries, in particular tropical malaria, have come into focus in industrialized countries because of their appearance in travellers. Travel medicine deals not only with infectious or transmittable diseases, but also with the ability of patients with chronic diseases to travel, the medical aspects of flying, as well as the health hazards of professional work or high-risk sports abroad. The risk of disease as a result of travelling can be minimized by advice and prophylactic measures, such as vaccinations and drug prophylaxis against malaria, if indicated. On return, medical symptoms should be investigated promptly to ensure early detection of life-threatening disease courses, particularly tropical malaria, as well as to prevent the occurrence of small-scale epidemics. A small number of diseases can also emerge after several years, such as benign types of malaria, amoebic liver abscess and visceral leishmaniasis (kala-azar). Aids also belongs to these diseases. Therefore, in this era of HIV pandemic travellers concerned should be made aware of the risks.

  15. Internal Medicine Residents' Preferences regarding Medical Ethics Education.

    ERIC Educational Resources Information Center

    Jacobson, Jay A.; And Others

    1989-01-01

    A survey of residents (N=323) in 6 internal medicine programs investigated the topics students wanted included in the medical ethics curriculum and by which of 17 methods they would prefer to be taught. About three-fourths had previous medical ethics instruction, and most wanted more on specific topics, especially legal and end-of-life issues.…

  16. Undergraduate Teaching in Geriatric Medicine: The Role of National Curricula

    ERIC Educational Resources Information Center

    Blundell, Adrian; Gordon, Adam; Gladman, John; Masud, Tahir

    2009-01-01

    There has been recent international concern that the teaching of geriatrics may be in decline. Research has suggested that support for geriatrics in national undergraduate curricula is the key to effective delivery of teaching in the specialty. We set out to determine the geriatric medicine content in the U.K. generic curriculum, reviewing this in…

  17. Environmental Medicine: Integrating a Missing Element into Medical Education.

    ERIC Educational Resources Information Center

    Pope, Andrew M., Ed.; Rall, David P., Ed.

    This volume articulates a general program of implementation strategies and provides practical advice for integrating environmental medicine content into medical education. Chapter 1 is an introduction to the issues and the organization of the volume. Chapter 2 lays the foundation for a curriculum centered on six competency-based learning…

  18. [Requirements of a future-oriented social medicine].

    PubMed

    Brennecke, R

    2005-02-01

    With the new national licensing regulations for physicians subsections of the social medicine became discrete subjects. The question arises, which contents the social medicine can have in the future, with consideration of important basic conditions. Such are the progress of medical knowledge, the representation of social medicine at medical faculties, changes of the medical supply, the transformation of jobs and the globalization. On a long-term basis effects of the demographic development, changes of the family structure and the financing of health and illness are important too. The social medicine should promptly make quality-assured contents available with consideration of the Internet. Such contents could be the comprehensive consultation, investigation and control of patient careers as well as the consultation and investigation from health problems in municipalities and in the society. In addition an inductive and practical oriented curriculum should be compiled, using the subject catalogue of the social medicine as well as a new basic textbook of social medicine.

  19. Development of a novel sports medicine rotation for emergency medicine residents.

    PubMed

    Waterbrook, Anna L; Pritchard, T Gail; Lane, Allison D; Stoneking, Lisa R; Koch, Bryna; McAtee, Robert; Grall, Kristi H; Min, Alice A; Prior, Jessica; Farrell, Isaac; McNulty, Holly G; Stolz, Uwe

    2016-01-01

    Musculoskeletal complaints are the most common reason for patients to visit a physician, yet competency in musculoskeletal medicine is invariably reported as a deficiency in medical education in the USA. Sports medicine clinical rotations improve both medical students' and residents' musculoskeletal knowledge. Despite the importance of this knowledge, a standardized sports medicine curriculum in emergency medicine (EM) does not exist. Hence, we developed a novel sports medicine rotation for EM residents to improve their musculoskeletal educational experience and to improve their knowledge in musculoskeletal medicine by teaching the evaluation and management of many common musculoskeletal disorders and injuries that are encountered in the emergency department. The University of Arizona has two distinct EM residency programs, South Campus (SC) and University Campus (UC). The UC curriculum includes a traditional 4-week orthopedic rotation, which consistently rated poorly on evaluations by residents. Therefore, with the initiation of a new EM residency at SC, we replaced the standard orthopedic rotation with a novel sports medicine rotation for EM interns. This rotation includes attendance at sports medicine clinics with primary care and orthopedic sports medicine physicians, involvement in sport event coverage, assigned reading materials, didactic experiences, and an on-call schedule to assist with reductions in the emergency department. We analyzed postrotation surveys completed by residents, postrotation evaluations of the residents completed by primary care sports medicine faculty and orthopedic chief residents, as well as the total number of dislocation reductions performed by each graduating resident at both programs over the last 5 years. While all residents in both programs exceeded the ten dislocation reductions required for graduation, residents on the sports medicine rotation had a statistically significant higher rate of satisfaction of their educational

  20. Space Medicine

    NASA Technical Reports Server (NTRS)

    Pool, Sam L.

    2000-01-01

    The National Academy of Sciences Committee on Space Biology and Medicine points out that space medicine is unique among space sciences, because in addition to addressing questions of fundamental scientific interest, it must address clinical or human health and safety issues as well. Efforts to identify how microgravity affects human physiology began in earnest by the United States in 1960 with the establishment of the National Aeronautics and Space Administration (NASA's) Life Sciences program. Before the first human space missions, prediction about the physiological effects of microgravity in space ranged from extremely severe to none at all. The understanding that has developed from our experiences in space to date allows us to be guardedly optimistic about the ultimate accommodations of humans to space flight. Only by our travels into the microgravity environment of space have we begun to unravel the mysteries associated with gravity's role in shaping human physiology. Space medicine is still at its very earliest stages. Development of this field has been slow for several reasons, including the limited number of space flights, the small number of research subjects, and the competition within the life sciences community and other disciplines for flight opportunities. The physiological changes incurred during space flight may have a dramatic effect on the course of an injury or illness. These physiological changes present an exciting challenge for the field of space medicine: how to best preserve human health and safety while simultaneously deciphering the effects of microgravity on human performance. As the United States considers the future of humans in long-term space travel, it is essential that the many mysteries as to how microgravity affects human systems be addressed with vigor. Based on the current state of our knowledge, the justification is excellent indeed compelling- for NASA to develop a sophisticated capability in space medicine. Teams of physicians

  1. Whatever Happened to Curriculum Theory? Critical Realism and Curriculum Change

    ERIC Educational Resources Information Center

    Priestley, Mark

    2011-01-01

    In the face of what has been characterised by some as a "crisis" in curriculum--an apparent decline of some aspects of curriculum studies combined with the emergence of new types of national curricula which downgrade knowledge--some writers have been arguing for the use of realist theory to address these issues. This article offers a…

  2. Curriculum Online Review System: Proposing Curriculum with Collaboration

    ERIC Educational Resources Information Center

    Rhinehart, Marilyn; Barlow, Rhonda; Shafer, Stu; Hassur, Debby

    2009-01-01

    The Curriculum Online Review System (CORS) at Johnson County Community College (JCCC) uses SharePoint as a Web platform for the JCCC Curriculum Proposals Process. The CORS application manages proposals throughout the approval process using collaboration tools and workflows to notify all stakeholders. This innovative new program has changed the way…

  3. Europe, Transnational Curriculum Movements and Comparative Curriculum Theorizing

    ERIC Educational Resources Information Center

    Yates, Lyn

    2016-01-01

    This reflective essay on the papers in this special issue of EERJ on Northern European curriculum analysis discusses issues of comparison and scale, and the significance of global and local specificities in curriculum research. Drawing on comparative examples from outside Europe, the essay draws attention to some commonalities of the European…

  4. Internationalizing Curriculum: Globalization and the Worldliness of Curriculum Studies

    ERIC Educational Resources Information Center

    Carson, Terrance R.

    2009-01-01

    This article presents a review of three chapters in "Part II, Section E: Internationalizing Curriculum" of "The SAGE Handbook of Curriculum and Instruction" (F. M. Connelly, M. F. He, J. I. Phillion, Eds.; Sage Publications, 2008). These chapters ["Indigenous Resistance and Renewal: From Colonizing Practices to…

  5. Engendering Curriculum History. Studies in Curriculum Theory Series

    ERIC Educational Resources Information Center

    Hendry, Petra

    2011-01-01

    How can curriculum history be re-envisioned from a feminist, poststructuralist perspective? "Engendering Curriculum History" disrupts dominant notions of history as linear, as inevitable progress, and as embedded in the individual. This conversation requires a history that seeks "rememberance" not representation, "reflexivity" not linearity, and…

  6. Language Arts Curriculum Framework: Sample Curriculum Model, Grade 8.

    ERIC Educational Resources Information Center

    Arkansas State Dept. of Education, Little Rock.

    Based on the 1998 Arkansas English Language Arts Curriculum Frameworks, this sample curriculum model for grade eight language arts is divided into sections focusing on writing; reading; and listening, speaking, and viewing. The writing section's stated goals are to help students employ a wide range of strategies as they write; use different…

  7. Language Arts Curriculum Framework: Sample Curriculum Model, Grade 5.

    ERIC Educational Resources Information Center

    Arkansas State Dept. of Education, Little Rock.

    Based on the 1998 Arkansas English Language Arts Curriculum Frameworks, this sample curriculum model for grade five language arts is divided into sections focusing on writing; reading; and listening, speaking, and viewing. The writing section's stated goals are to help students employ a wide range of strategies as they write; use different writing…

  8. Language Arts Curriculum Framework: Sample Curriculum Model, Grade 7.

    ERIC Educational Resources Information Center

    Arkansas State Dept. of Education, Little Rock.

    Based on the 1998 Arkansas English Language Arts Curriculum Frameworks, this sample curriculum model for grade seven language arts is divided into sections focusing on writing; reading; and listening, speaking, and viewing. The writing section's stated goals are to help students employ a wide range of strategies as they write; use different…

  9. Language Arts Curriculum Framework: Sample Curriculum Model, Grade 6.

    ERIC Educational Resources Information Center

    Arkansas State Dept. of Education, Little Rock.

    Based on the 1998 Arkansas English Language Arts Curriculum Frameworks, this sample curriculum model for grade six language arts is divided into sections focusing on writing; reading; and listening, speaking, and viewing. The writing section's stated goals are to help students employ a wide range of strategies as they write; use different writing…

  10. Physical Education Curriculum Priorities: "Safe" Exercise Is Medicine

    ERIC Educational Resources Information Center

    Guskiewicz, Kevin M.

    2011-01-01

    Increasing physical activity among America's youth is critical in helping to combat chronic diseases such as obesity and diabetes. Therefore, finding the right sporting activities for the youth is important, as is making appropriate biomechanical adjustments or behavior modifications that create a safer means of participation. In this article, the…

  11. Medicine Wheel Imag(in)ings: Exploring Holistic Curriculum Perspectives

    ERIC Educational Resources Information Center

    Kind, Sylvia; Irwin, Rita L.; Grauer, Kit; de Cosson, Alex

    2005-01-01

    Education is longing for a deeper more connected, more inclusive, and more aware way of knowing. One that connects heart and hand and head and does not split knowledge into dualities of thought and being, mind and body, emotion and intellect, but resonates with a wholeness and fullness that engages every part of one's being. Engagement with the…

  12. Holography in the curriculum of medical institutes

    NASA Astrophysics Data System (ADS)

    Gorelik, S. Y.; Nagibina, I. M.; Baranov, S. V.; Bolshakov, Oleg P.; Petrishin, V. L.

    1995-11-01

    Holography at present is the most effective technique of obtaining 3-D images of different objects. That's why there is more and more dissemination of holography in different fields of science and engineering, for example, in medicine. So, last time the technique of synthesized holograms obtained for evaluating inner organs states of patients without surgical intervention was designed. Due to properties of the hologram such as high quality of image and relative simplicity of duplication it is clear that holography could take its place in the curriculum of medical specializations because posters, photos, and models cannot give a full notation about an object of interest. The attempt to obtain holographical complete sets to demonstrate the most frequent pathologic changes of a human's bones was undertaken by our Institutes. The aim of our research was to obtain holograms with the following properties: minimum cost and high quality of reconstructed image to identify both the presented objects and the pathologic changes of them.

  13. The evolution of an integrated ultrasound curriculum (iUSC) for medical students: 9-year experience.

    PubMed

    Hoppmann, Richard A; Rao, Victor V; Bell, Floyd; Poston, Mary Beth; Howe, Duncan B; Riffle, Shaun; Harris, Stephen; Riley, Ruth; McMahon, Carol; Wilson, L Britt; Blanck, Erika; Richeson, Nancy A; Thomas, Lynn K; Hartman, Celia; Neuffer, Francis H; Keisler, Brian D; Sims, Kerry M; Garber, Matthew D; Shuler, C Osborne; Blaivas, Michael; Chillag, Shawn A; Wagner, Michael; Barron, Keith; Davis, Danielle; Wells, James R; Kenney, Donald J; Hall, Jeffrey W; Bornemann, Paul H; Schrift, David; Hunt, Patrick S; Owens, William B; Smith, R Stephen; Jackson, Allison G; Hagon, Kelsey; Wilson, Steven P; Fowler, Stanley D; Catroppo, James F; Rizvi, Ali A; Powell, Caroline K; Cook, Thomas; Brown, Eric; Navarro, Fernando A; Thornhill, Joshua; Burgis, Judith; Jennings, William R; McCallum, James B; Nottingham, James M; Kreiner, James; Haddad, Robert; Augustine, James R; Pedigo, Norman W; Catalana, Paul V

    2015-12-01

    Interest in ultrasound education in medical schools has increased dramatically in recent years as reflected in a marked increase in publications on the topic and growing attendance at international meetings on ultrasound education. In 2006, the University of South Carolina School of Medicine introduced an integrated ultrasound curriculum (iUSC) across all years of medical school. That curriculum has evolved significantly over the 9 years. A review of the curriculum is presented, including curricular content, methods of delivery of the content, student assessment, and program assessment. Lessons learned in implementing and expanding an integrated ultrasound curriculum are also presented as are thoughts on future directions of undergraduate ultrasound education. Ultrasound has proven to be a valuable active learning tool that can serve as a platform for integrating the medical student curriculum across many disciplines and clinical settings. It is also well-suited for a competency-based model of medical education. Students learn ultrasound well and have embraced it as an important component of their education and future practice of medicine. An international consensus conference on ultrasound education is recommended to help define the essential elements of ultrasound education globally to ensure ultrasound is taught and ultimately practiced to its full potential. Ultrasound has the potential to fundamentally change how we teach and practice medicine to the benefit of learners and patients across the globe.

  14. Spirituality and religion in modern medicine.

    PubMed

    Singh, Darpan Kaur Mohinder; Ajinkya, Shaunak

    2012-10-01

    Man has always yearned for a higher sense of belonging in life. Since ancient ages, human beings have tried to examine and evaluate the relationship between spirituality, religion and medicine. The interface of spirituality, quality of life and mental health is fascinating and sublime. Religion and spirituality play an essential role in the care giving of patients with terminal illnesses and chronic medical conditions. Patient's needs, desires and perspectives on religion and spirituality should be addressed in standard clinical care. Ongoing research in medical education and curriculum design points towards the inclusion of competence, communication and training in spirituality. There are structured and reliable instruments available for assessing the relationship between spirituality, religion and health in research settings. Intervention based scientific studies in the arena of spirituality and modern medicine are needed. Further research should be directed towards making modern medicine more holistic.

  15. [Schiller and the history of medicine].

    PubMed

    Schäfer, Daniel; Neuhausen, Karl August

    2014-01-01

    Friedrich Schiller (1759-1805), one of the most renowned German poets, also received a professional training (1776-80) as surgeon at the military academy at Stuttgart. It is almost unknown that Schiller received a formal education in medical history during the first year of his academic curriculum. His exam in medical history included the public defense of 38 Latin theses presenting historical interpretations, philological criticism and an evaluation of 18th century medicine side by side. These theses had been compiled by his teacher Johann Friedrich Consbruch, who recommended an eclectic use of contemporary knowledge and was an adherent of Haller's experimental medicine. This paper presents a thorough examination of these doctrines in historical perspective. As our investigation shows, at Schiller's time medical history as an academic discipline was primarily used to emphasize medicine's significance as a healing art and to ascertain the practicing physician's professional identity.

  16. [Psychiatric medicine].

    PubMed

    Ibañez Dominguez, J

    1984-06-01

    The author, after a short historical introduction which shows the Medicine, especially the Neurology, as the predecessor of the Psychiatry, intents to relate in a theorico-practical way the anxiety and the depression within a bio-chemical and endocrinological frame. He presents the hipo and hipercalcemia signals and symptoms demonstrating with a casuistic from his clinical practice the similitude between anxiety and depression respectively. Finally he realizes a theorical analysis about the investigations published over the AMP-ciclic and infers about the hormonal interference and the clinical data linked with the manic-depressive disease.

  17. Development and future perspectives of behavioral medicine in Japan.

    PubMed

    Nomura, Shinobu

    2016-01-01

    Development and Future Perspectives of Behavioral Medicine in Japan The study of the "Type A behavior pattern and myocardial infarction" was one of the main themes in the early stage of Behavioral Medicine. After that, behavior modification came to be widely applied to the treatment of various kinds of chronic diseases, and a general concept of Behavioral Medicine was subsequently formed. The Japanese Society of Behavioral Medicine was established in 1992 and is comprised of researchers in the fields of clinical medicine, social medicine, and psycho-behavioral science. Recently, we devised a core curriculum for behavioral science and behavioral medicine and have published a Japanese version of the "Textbook of Behavioral Medicine" in conformity with it. It is a primer that includes all of the basics and clinical applications of Behavioral Medicine and is edited as a manual that can be utilized in clinical practice. We hope this book will contribute to the development of Behavioral Medicine in Japan, to a more healthy life for our people, and to the improvement of the QOL of our patients. In this paper, I discuss the future perspectives from my personal opinion while looking back on the history of Behavioral Medicine in Japan.

  18. Catalogue of knowledge and skills for sleep medicine.

    PubMed

    Penzel, Thomas; Pevernagie, Dirk; Dogas, Zoran; Grote, Ludger; de Lacy, Simone; Rodenbeck, Andrea; Bassetti, Claudio; Berg, Søren; Cirignotta, Fabio; d'Ortho, Marie-Pia; Garcia-Borreguero, Diego; Levy, Patrick; Nobili, Lino; Paiva, Teresa; Peigneux, Philippe; Pollmächer, Thomas; Riemann, Dieter; Skene, Debra J; Zucconi, Marco; Espie, Colin

    2014-04-01

    Sleep medicine is evolving globally into a medical subspeciality in its own right, and in parallel, behavioural sleep medicine and sleep technology are expanding rapidly. Educational programmes are being implemented at different levels in many European countries. However, these programmes would benefit from a common, interdisciplinary curriculum. This 'catalogue of knowledge and skills' for sleep medicine is proposed, therefore, as a template for developing more standardized curricula across Europe. The Board and The Sleep Medicine Committee of the European Sleep Research Society (ESRS) have compiled the catalogue based on textbooks, standard of practice publications, systematic reviews and professional experience, validated subsequently by an online survey completed by 110 delegates specialized in sleep medicine from different European countries. The catalogue comprises 10 chapters covering physiology, pathology, diagnostic and treatment procedures to societal and organizational aspects of sleep medicine. Required levels of knowledge and skills are defined, as is a proposed workload of 60 points according to the European Credit Transfer System (ECTS). The catalogue is intended to be a basis for sleep medicine education, for sleep medicine courses and for sleep medicine examinations, serving not only physicians with a medical speciality degree, but also PhD and MSc health professionals such as clinical psychologists and scientists, technologists and nurses, all of whom may be involved professionally in sleep medicine. In the future, the catalogue will be revised in accordance with advances in the field of sleep medicine.

  19. Integrated Curriculum and Subject-based Curriculum: Achievement and Attitudes

    NASA Astrophysics Data System (ADS)

    Casady, Victoria

    The research conducted for this mixed-method study, qualitative and quantitative, analyzed the results of an academic year-long study to determine whether the use of an integrated fourth grade curriculum would benefit student achievement in the areas of English language arts, social studies, and science more than a subject-based traditional curriculum. The research was conducted based on the international, national, and state test scores, which show a slowing or lack of growth. Through pre- and post-assessments, student questionnaires, and administrative interviews, the researcher analyzed the phenomenological experiences of the students to determine if the integrated curriculum was a beneficial restructuring of the curriculum. The research questions for this study focused on the achievement and attitudes of the students in the study and whether the curriculum they were taught impacted their achievement and attitudes over the course of one school year. The curricula for the study were organized to cover the current standards, where the integrated curriculum focused on connections between subject areas to help students make connections to what they are learning and the world beyond the classroom. The findings of this study indicated that utilizing the integrated curriculum could increase achievement as well as students' attitudes toward specific content areas. The ANOVA analysis for English language arts was not determined to be significant; although, greater growth in the students from the integrated curriculum setting was recorded. The ANOVA for social studies (0.05) and the paired t-tests (0.001) for science both determined significant positive differences. The qualitative analysis led to the discovery that the experiences of the students from the integrated curriculum setting were more positive. The evaluation of the data from this study led the researcher to determine that the integrated curriculum was a worthwhile endeavor to increase achievement and attitudes

  20. Sustainability Infused Curriculum

    NASA Astrophysics Data System (ADS)

    Ibarra, D. L.

    2015-12-01

    The Independent Schools Foundation Academy (ISF) in Hong Kong established a sustainability policy in 2015, which explicitly states, "an experimentally integrated, environmentally and ethically sustainable system of science education and conservation practices based on the 2012 Jeju Declaration of the World Conservation Congress will be implemented through the school". ISF Academy is a private Chinese bilingual school in Hong Kong serving over 1500 students K-12, following the framework and curriculum of the International Baccalaureate Organization (IBO). The strategy behind the implementation of this policy includes: development of a scientific sustainable curriculum that is age appropriate; establish a culture of sustainability within the ISF community and beyond to the wider HK community; install sustainable infrastructure that allows students to learn; and learn first hand sustainable living practices. It is well understood that solutions to the environmental challenges facing Hong Kong and our planet will require multiple disciplines. The current sustainability programs at ISF include: a) a whole school aerobic food waste composting system and organic farming, b) energy consumption monitoring of existing buildings, c) upcoming installation of an air pollution monitoring equipment that will correlate with the AQHI data collected by the Hong Kong government, d) a Renewable Energy Education Center (REEC) that will teach students about RE and also produce solar energy for classroom consumption, and e) student lead environmental group that manages the paper and used cooking oil recycling on campus. The Shuyuan Science and Sustainability faculty work closely with classroom teachers to ensure that the above mentioned projects are incorporated into the curriculum throughout the school. Interdisciplinary units (IDU) of study are being developed that encourage faculty and students to work across subject areas. Projects include Personal Projects, Extended Essays