Sample records for medicine schulich school

  1. The 2nd Annual Clinical Scientist Trainee Symposium, August 22, 2017, London, Canada.

    PubMed

    Yin, Charles; Blom, Jessica N; Lewis, James F

    2018-03-27

    Clinician scientists play a critical role in bridging research and clinical practice. Unfortunately, the neglect of research training in medical schools has created clinicians who are unable to translate evidence from literature to practice. Furthermore, the erosion of research training in medical education has resulted in clinicians who lack the skills required for successful scientific investigation. To counteract this, the Schulich School of Medicine & Dentistry has made an effort to engage trainees, at all levels, in the research process. The 2nd Annual Clinician Scientist Trainee Symposium was held in London, Ontario, Canada on August 22, 2017. Organized each year since 2016 by the Schulich Research Office, the symposium features research being conducted by trainees in Schulich's Clinical Research Training Program. The focus this year was on the current state of clinician-scientist training in Canada and visions for the path ahead.

  2. Mentoring needs of distributed medical education faculty at a Canadian medical school: a mixed-methods descriptive study.

    PubMed

    Krishnan, Rohin J; Uruthiramoorthy, Lavanya; Jawaid, Noor; Steele, Margaret; Jones, Douglas L

    2018-01-01

    The Schulich School of Medicine & Dentistry in London, Ontario, has a mentorship program for all full-time faculty. The school would like to expand its outreach to physician faculty located in distributed medical education sites. The purpose of this study was to determine what, if any, mentorship distributed physician faculty currently have, to gauge their interest in expanding the mentorship program to distributed physician faculty and to determine their vision of the most appropriate design of a mentorship program that would address their needs. We conducted a mixed-methods study. The quantitative phase consisted of surveys sent to all distributed faculty members that elicited information on basic demographic characteristics and mentorship experiences/needs. The qualitative phase consisted of 4 focus groups of distributed faculty administered in 2 large and 2 small centres in both regions of the school's distributed education network: Sarnia, Leamington, Stratford and Hanover. Interviews were 90 minutes long and involved standardized semistructured questions. Of the 678 surveys sent, 210 (31.0%) were returned. Most respondents (136 [64.8%]) were men, and almost half (96 [45.7%]) were family physicians. Most respondents (197 [93.8%]) were not formal mentors to Schulich faculty, and 178 (84.8%) were not currently being formally mentored. Qualitative analysis suggested that many respondents were involved in informal mentoring. In addition, about half of the respondents (96 [45.7%]) wished to be formally mentored in the future, but they may be inhibited owing to time constraints and geographical isolation. Consistently, respondents wished to have mentoring by a colleague in a similar practice, with the most practical being one-on-one mentoring. Our analysis suggests that the school's current formal mentoring program may not be applicable and will require modification to address the needs of distributed faculty.

  3. Experiences of York Graduates--Two Years Later.

    ERIC Educational Resources Information Center

    Grayson, J. Paul

    This study examined outcomes for graduates of York University (Ontario) immediately and 2 years after graduation. An initial survey was conducted at the time students graduated from the university's faculties of Arts, Fine Arts, Pure and Applied Science, and the Schulich School of Business (SSB) in the fall of 1995 and the spring of 1996. Two…

  4. Who Goes Where? An Exploratory Study of Recent York Graduates.

    ERIC Educational Resources Information Center

    Grayson, J. Paul

    Surveys were conducted to examine the post-college plans of York University (Canada) graduates of the Faculties of Arts, Fine Arts, Pure and Applied Science and the Schulich School of Business. The first survey population included all bachelor's degree candidates who had graduated in fall of 1995 and the second involved all June 1996 graduates;…

  5. What Matters from Admissions? Identifying Success and Risk Among Canadian Dental Students.

    PubMed

    Plouffe, Rachel A; Hammond, Robert; Goldberg, Harvey A; Chahine, Saad

    2018-05-01

    The aims of this study were to determine whether different student profiles would emerge in terms of high and low GPA performance in each year of dental school and to investigate the utility of preadmissions variables in predicting performance and performance stability throughout each year of dental school. Data from 11 graduating cohorts (2004-14) at the Schulich School of Medicine & Dentistry, University of Western Ontario, Canada, were collected and analyzed using bivariate correlations, latent profile analysis, and hierarchical generalized linear models (HGLMs). The data analyzed were for 616 students in total (332 males and 284 females). Four models were developed to predict adequate and poor performance throughout each of four dental school years. An additional model was developed to predict student performance stability across time. Two separate student profiles reflecting high and low GPA performance across each year of dental school were identified, and scores on cognitive preadmissions variables differentially predicted the probability of grouping into high and low performance profiles. Students with higher pre-dental GPAs and DAT chemistry were most likely to remain stable in a high-performance group across each year of dental school. Overall, the findings suggest that selection committees should consider pre-dental GPA and DAT chemistry scores as important tools for predicting dental school performance and stability across time. This research is important in determining how to better predict success and failure in various areas of preclinical dentistry courses and to provide low-performing students with adequate academic assistance.

  6. Challenges in Translation: Lessons from Using Business Pedagogy to Teach Leadership in Undergraduate Medicine.

    PubMed

    Cadieux, Dani C; Lingard, Lorelei; Kwiatkowski, Daniela; Van Deven, Teresa; Bryant, Murray; Tithecott, Gary

    2017-01-01

    Leadership is increasingly recognized as a core physician competency required for quality patient care, continual system improvement, and optimal healthcare team performance. Consequently, integration of leadership into medical school curriculum is becoming a priority. This raises the question of the appropriate context, timing, and pedagogy for conveying this competency to medical students. Our program introduced a 1-week leadership course grounded in business pedagogy to Year 1 medical students. The curriculum centred on four themes: (a) Understanding Change, (b) Effective Teamwork, (c) Leading in Patient Safety, and (d) Leadership in Action. Post-curriculum qualitative student feedback was analyzed for insight into student satisfaction and attitude towards the leadership course content. The Undergraduate Medical Education program of the Schulich School of Medicine & Dentistry, Western University, is delivered over 4 years across 2 campuses in London and Windsor, Ontario, Canada. Course structure moved from traditional passive lectures to established business pedagogy, which involves active engagement in modules, case-based discussions, insights from guest speakers, and personal reflection. A student-led survey evaluated student opinion regarding the leadership course content. Students valued career development reading materials and insights from guest speakers working in healthcare teams. Students did not relate to messages from speakers in senior healthcare leadership positions. Course scheduling late in the second semester was viewed negatively. Overall student opinion suggested that the 1-week course was suboptimal for establishing leadership principles and translated business pedagogy was ineffective in this context. Leadership curriculum in Undergraduate Medical Education should be grounded in a healthcare context relevant to the student's stage of training. Student engagement may be better supported if leadership is framed as a competency throughout their career. Schools considering such innovations could draw lessons from other professional schools and utilize material and faculty that resonate with students.

  7. Learning surgically oriented anatomy in a student-run extracurricular club: an education through recreation initiative.

    PubMed

    Ullah, Shahnoor M; Bodrogi, Andrew; Cristea, Octav; Johnson, Marjorie; McAlister, Vivian C

    2012-01-01

    Didactic and laboratory anatomical education have seen significant reductions in the medical school curriculum due, in part, to the current shift from basic science to more clinically based teaching in North American medical schools. In order to increase medical student exposure to anatomy, with clinical applicability, a student-run initiative called surgically oriented anatomy prosectors (SOAP) club was created within the extracurricular program at the Schulich School of Medicine and Dentistry, The University of Western Ontario, London, Canada. SOAP invites surgeons and residents from various surgical specialties to demonstrate, on a cadaver, a surgical procedure of their choosing. During the demonstration, the anatomy, as it relates to the surgical procedure, is discussed. The students then break into smaller groups to examine the relevant anatomy on the cadavers, during which time the discussion is broadened. The group continues the conversation in a social environment with refreshments. SOAP is one of the most popular extracurricular clubs with 65% of first and second year medical students registered as members. The high demand for SOAP, along with the positive participant feedback, may be due to its utilization of the principle of education through recreation, which seeks to provide opportunities for learning seamlessly throughout all facets of life. It also demonstrates the desire, amongst certain medical students, to learn applied anatomy, particularly within a surgical context. Copyright © 2012 American Association of Anatomists.

  8. Measuring resident well-being: impostorism and burnout syndrome in residency.

    PubMed

    Legassie, Jenny; Zibrowski, Elaine M; Goldszmidt, Mark A

    2008-07-01

    Assessing resident well-being is becoming increasingly important from a programmatic standpoint. Two measures that have been used to assess this are the Clance Impostor Scale (CIS) and the Maslach Burnout Inventory-Human Services Survey (MBI-HSS). However, little is known about the relationship between the two phenomena. To explore the prevalence and association between impostorism and burnout syndrome in a sample of internal medicine residents. Anonymous, cross-sectional postal survey. Forty-eight internal medicine residents (postgraduate year [PGY] 1-3) at the Schulich School of Medicine & Dentistry (62.3% response rate). Short demographic questionnaire, CIS and MBI-HSS. Impostorism and burnout syndrome were identified in 43.8% and 12.5% of residents, respectively. With the exception of a negative correlation between CIS scores and the MBI's personal accomplishment subscale (r = -.30; 95% CI -.54 to -.02), no other significant relations were identified. Foreign-trained residents were more likely to score as impostors (odds ratio [OR] 10.7; 95% CI 1.2 to 98.2) while senior residents were more likely to experience burnout syndrome (OR 16.5 95% CI 1.6 to 168.5). Both impostorism and burnout syndrome appear to be threats to resident well-being in our program. The lack of relationship between the two would suggest that programs and researchers wishing to address the issue of resident distress should consider using both measures. The finding that foreign-trained residents appear to be more susceptible to impostorism warrants further study.

  9. Measuring Resident Well-Being: Impostorism and Burnout Syndrome in Residency

    PubMed Central

    Legassie, Jenny; Zibrowski, Elaine M.

    2008-01-01

    Background Assessing resident well-being is becoming increasingly important from a programmatic standpoint. Two measures that have been used to assess this are the Clance Impostor Scale (CIS) and the Maslach Burnout Inventory-Human Services Survey (MBI-HSS). However, little is known about the relationship between the two phenomena. Objectives To explore the prevalence and association between impostorism and burnout syndrome in a sample of internal medicine residents. Design Anonymous, cross-sectional postal survey. Participants Forty-eight internal medicine residents (postgraduate year [PGY] 1–3) at the Schulich School of Medicine & Dentistry (62.3% response rate). Measurements and Main Results Short demographic questionnaire, CIS and MBI-HSS. Impostorism and burnout syndrome were identified in 43.8% and 12.5% of residents, respectively. With the exception of a negative correlation between CIS scores and the MBI’s personal accomplishment subscale (r = −.30; 95% CI −.54 to −.02), no other significant relations were identified. Foreign-trained residents were more likely to score as impostors (odds ratio [OR] 10.7; 95% CI 1.2 to 98.2) while senior residents were more likely to experience burnout syndrome (OR 16.5 95% CI 1.6 to 168.5). Conclusions Both impostorism and burnout syndrome appear to be threats to resident well-being in our program. The lack of relationship between the two would suggest that programs and researchers wishing to address the issue of resident distress should consider using both measures. The finding that foreign-trained residents appear to be more susceptible to impostorism warrants further study. PMID:18612750

  10. Recruiting medical students to rural practice

    PubMed Central

    Jutzi, Leah; Vogt, Kelly; Drever, Erin; Nisker, Jeff

    2009-01-01

    ABSTRACT OBJECTIVE To explore the strategies used by rural recruitment programs and their perceived influence on medical students. DESIGN Two original questionnaires delivered electronically, one to medical students and the other to recruiters in rural Ontario communities. SETTING Ontario, Canada. PARTICIPANTS All 525 medical students enrolled in the Schulich School of Medicine & Dentistry at the University of Western Ontario in London and physician recruiters in 71 rural communities in Ontario were invited to participate in the study. MAIN OUTCOME MEASURES The factors that influence medical students to consider rural practice, strategies used by recruiters, and student perceptions of the ethical appropriateness of both. RESULTS The questionnaire was completed by 42.1% of medical students. Lifestyle considerations were an important influence for 93.1% of students. Themes from the qualitative analysis included the ethical appropriateness of financial considerations, economic forces, perceived disadvantages of rural practice, competition between communities, and lack of altruism. Responses were received from recruiters in 43.7% of communities; of those, 92.9% offered financial incentives to attract prospective physicians. CONCLUSION Financial and lifestyle considerations are important influences on medical students’ choice to practise in rural communities. Most medical students felt incentive programs offered by rural communities were ethically appropriate. PMID:19155375

  11. Recruiting medical students to rural practice: perspectives of medical students and rural recruiters.

    PubMed

    Jutzi, Leah; Vogt, Kelly; Drever, Erin; Nisker, Jeff

    2009-01-01

    To explore the strategies used by rural recruitment programs and their perceived influence on medical students. Two original questionnaires delivered electronically, one to medical students and the other to recruiters in rural Ontario communities. Ontario, Canada. All 525 medical students enrolled in the Schulich School of Medicine & Dentistry at the University of Western Ontario in London and physician recruiters in 71 rural communities in Ontario were invited to participate in the study. The factors that influence medical students to consider rural practice, strategies used by recruiters, and student perceptions of the ethical appropriateness of both. The questionnaire was completed by 42.1% of medical students. Lifestyle considerations were an important influence for 93.1% of students. Themes from the qualitative analysis included the ethical appropriateness of financial considerations, economic forces, perceived disadvantages of rural practice, competition between communities, and lack of altruism. Responses were received from recruiters in 43.7% of communities; of those, 92.9% offered financial incentives to attract prospective physicians. Financial and lifestyle considerations are important influences on medical students' choice to practise in rural communities. Most medical students felt incentive programs offered by rural communities were ethically appropriate.

  12. In Search of Black Swans: Identifying Students at Risk of Failing Licensing Examinations.

    PubMed

    Barber, Cassandra; Hammond, Robert; Gula, Lorne; Tithecott, Gary; Chahine, Saad

    2018-03-01

    To determine which admissions variables and curricular outcomes are predictive of being at risk of failing the Medical Council of Canada Qualifying Examination Part 1 (MCCQE1), how quickly student risk of failure can be predicted, and to what extent predictive modeling is possible and accurate in estimating future student risk. Data from five graduating cohorts (2011-2015), Schulich School of Medicine & Dentistry, Western University, were collected and analyzed using hierarchical generalized linear models (HGLMs). Area under the receiver operating characteristic curve (AUC) was used to evaluate the accuracy of predictive models and determine whether they could be used to predict future risk, using the 2016 graduating cohort. Four predictive models were developed to predict student risk of failure at admissions, year 1, year 2, and pre-MCCQE1. The HGLM analyses identified gender, MCAT verbal reasoning score, two preclerkship course mean grades, and the year 4 summative objective structured clinical examination score as significant predictors of student risk. The predictive accuracy of the models varied. The pre-MCCQE1 model was the most accurate at predicting a student's risk of failing (AUC 0.66-0.93), while the admissions model was not predictive (AUC 0.25-0.47). Key variables predictive of students at risk were found. The predictive models developed suggest, while it is not possible to identify student risk at admission, we can begin to identify and monitor students within the first year. Using such models, programs may be able to identify and monitor students at risk quantitatively and develop tailored intervention strategies.

  13. Changing the Learning Curve in Novice Laparoscopists: Incorporating Direct Visualization into the Simulation Training Program.

    PubMed

    Dawidek, Mark T; Roach, Victoria A; Ott, Michael C; Wilson, Timothy D

    A major challenge in laparoscopic surgery is the lack of depth perception. With the development and continued improvement of 3D video technology, the potential benefit of restoring 3D vision to laparoscopy has received substantial attention from the surgical community. Despite this, procedures conducted under 2D vision remain the standard of care, and trainees must become proficient in 2D laparoscopy. This study aims to determine whether incorporating 3D vision into a 2D laparoscopic simulation curriculum accelerates skill acquisition in novices. Postgraduate year-1 surgical specialty residents (n = 15) at the Schulich School of Medicine and Dentistry, at Western University were randomized into 1 of 2 groups. The control group practiced the Fundamentals of Laparoscopic Surgery peg-transfer task to proficiency exclusively under standard 2D laparoscopy conditions. The experimental group first practiced peg transfer under 3D direct visualization, with direct visualization of the working field. Upon reaching proficiency, this group underwent a perceptual switch, changing to standard 2D laparoscopy conditions, and once again trained to proficiency. Incorporating 3D direct visualization before training under standard 2D conditions significantly (p < 0.0.5) reduced the total training time to proficiency by 10.9 minutes or 32.4%. There was no difference in total number of repetitions to proficiency. Data were also used to generate learning curves for each respective training protocol. An adaptive learning approach, which incorporates 3D direct visualization into a 2D laparoscopic simulation curriculum, accelerates skill acquisition. This is in contrast to previous work, possibly owing to the proficiency-based methodology employed, and has implications for resource savings in surgical training. Crown Copyright © 2016. Published by Elsevier Inc. All rights reserved.

  14. A Peer-Reviewed Instructional Video is as Effective as a Standard Recorded Didactic Lecture in Medical Trainees Performing Chest Tube Insertion: A Randomized Control Trial.

    PubMed

    Saun, Tomas J; Odorizzi, Scott; Yeung, Celine; Johnson, Marjorie; Bandiera, Glen; Dev, Shelly P

    Online medical education resources are becoming an increasingly used modality and many studies have demonstrated their efficacy in procedural instruction. This study sought to determine whether a standardized online procedural video is as effective as a standard recorded didactic teaching session for chest tube insertion. A randomized control trial was conducted. Participants were taught how to insert a chest tube with either a recorded didactic teaching session, or a New England Journal of Medicine (NEJM) video. Participants filled out a questionnaire before and after performing the procedure on a cadaver, which was filmed and assessed by 2 blinded evaluators using a standardized tool. Western University, London, Ontario. Level of clinical care: institutional. A total of 30 fourth-year medical students from 2 graduating classes at the Schulich School of Medicine & Dentistry were screened for eligibility. Two students did not complete the study and were excluded. There were 13 students in the NEJM group, and 15 students in the didactic group. The NEJM group׳s average score was 45.2% (±9.56) on the prequestionnaire, 67.7% (±12.9) for the procedure, and 60.1% (±7.65) on the postquestionnaire. The didactic group׳s average score was 42.8% (±10.9) on the prequestionnaire, 73.7% (±9.90) for the procedure, and 46.5% (±7.46) on the postquestionnaire. There was no difference between the groups on the prequestionnaire (Δ + 2.4%; 95% CI: -5.16 to 9.99), or the procedure (Δ -6.0%; 95% CI: -14.6 to 2.65). The NEJM group had better scores on the postquestionnaire (Δ + 11.15%; 95% CI: 3.74-18.6). The NEJM video was as effective as video-recorded didactic training for teaching the knowledge and technical skills essential for chest tube insertion. Participants expressed high satisfaction with this modality. It may prove to be a helpful adjunct to standard instruction on the topic. Copyright © 2017 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

  15. 42 CFR 57.202 - Definitions.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... medicine, osteopathic medicine, dentistry, pharmacy, podiatric medicine, optometry, or veterinary medicine... school of medicine, school of dentistry, school of osteopathic medicine, school of pharmacy, school of podiatric medicine, school of optometry, or school of veterinary medicine as defined in section 799(1)(A) of...

  16. 42 CFR 57.202 - Definitions.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... medicine, osteopathic medicine, dentistry, pharmacy, podiatric medicine, optometry, or veterinary medicine... school of medicine, school of dentistry, school of osteopathic medicine, school of pharmacy, school of podiatric medicine, school of optometry, or school of veterinary medicine as defined in section 799(1)(A) of...

  17. 42 CFR 57.202 - Definitions.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... medicine, osteopathic medicine, dentistry, pharmacy, podiatric medicine, optometry, or veterinary medicine... school of medicine, school of dentistry, school of osteopathic medicine, school of pharmacy, school of podiatric medicine, school of optometry, or school of veterinary medicine as defined in section 799(1)(A) of...

  18. 42 CFR 57.202 - Definitions.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... medicine, osteopathic medicine, dentistry, pharmacy, podiatric medicine, optometry, or veterinary medicine... school of medicine, school of dentistry, school of osteopathic medicine, school of pharmacy, school of podiatric medicine, school of optometry, or school of veterinary medicine as defined in section 799(1)(A) of...

  19. 42 CFR 57.202 - Definitions.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... medicine, osteopathic medicine, dentistry, pharmacy, podiatric medicine, optometry, or veterinary medicine... school of medicine, school of dentistry, school of osteopathic medicine, school of pharmacy, school of...

  20. Antibiotic Prescribing for Nonbacterial Acute Upper Respiratory Infections in Elderly Persons.

    PubMed

    Silverman, Michael; Povitz, Marcus; Sontrop, Jessica M; Li, Lihua; Richard, Lucie; Cejic, Sonny; Shariff, Salimah Z

    2017-06-06

    Reducing inappropriate antibiotic prescribing for acute upper respiratory tract infections (AURIs) requires a better understanding of the factors associated with this practice. To determine the prevalence of antibiotic prescribing for nonbacterial AURIs and whether prescribing rates varied by physician characteristics. Retrospective analysis of linked administrative health care data. Primary care physician practices in Ontario, Canada (January-December 2012). Patients aged 66 years or older with nonbacterial AURIs. Patients with cancer or immunosuppressive conditions and residents of long-term care homes were excluded. Antibiotic prescriptions for physician-diagnosed AURIs. A multivariable logistic regression model with generalized estimating equations was used to examine whether prescribing rates varied by physician characteristics, accounting for clustering of patients among physicians and adjusting for patient-level covariates. The cohort included 8990 primary care physicians and 185 014 patients who presented with a nonbacterial AURI, including the common cold (53.4%), acute bronchitis (31.3%), acute sinusitis (13.6%), or acute laryngitis (1.6%). Forty-six percent of patients received an antibiotic prescription; most prescriptions were for broad-spectrum agents (69.9% [95% CI, 69.6% to 70.2%]). Patients were more likely to receive prescriptions from mid- and late-career physicians than early-career physicians (rate difference, 5.1 percentage points [CI, 3.9 to 6.4 percentage points] and 4.6 percentage points [CI, 3.3 to 5.8 percentage points], respectively), from physicians trained outside of Canada or the United States (3.6 percentage points [CI, 2.5 to 4.6 percentage points]), and from physicians who saw 25 to 44 patients per day or 45 or more patients per day than those who saw fewer than 25 patients per day (3.1 percentage points [CI, 2.1 to 4.0 percentage points] and 4.1 percentage points [CI, 2.7 to 5.5 percentage points], respectively). Physician rationale for prescribing was unknown. In this low-risk elderly cohort, 46% of patients with a nonbacterial AURI were prescribed antibiotics. Patients were more likely to receive prescriptions from mid- or late-career physicians with high patient volumes and from physicians who were trained outside of Canada or the United States. Ontario Ministry of Health and Long-term Care, Academic Medical Organization of Southwestern Ontario, Schulich School of Medicine and Dentistry, Western University, and Lawson Health Research Institute.

  1. A Study on the Korean Medicine Education and the Changes in the Traditional Korean Medicine during the Japanese Colonial Era: Focused on the Korean Medicine Training Schools.

    PubMed

    Huang, Yongyuan

    2018-04-01

    The modern education institutes play an important role in fostering professional talents, reproducing knowledge and studies, and forming the identities of certain academic fields and vocational communities. It is a matter of common knowledge that the absence of an official Korean medicine medical school during the Japanese colonial era was a severely disadvantageous factor in the aspects of academic progress, fostering follow-up personnel, and establishment of social capability. Therefore, the then Korean medicine circle put emphasis on inadequate official education institutes as the main factor behind oppression. Furthermore, as the measure to promote the continuance of Korean medicine, the circle regarded establishing civilian Korean medicine training schools as their long-cherished wish and strived to accomplish the mission even after liberation. This study looked into how the Korean medicine circle during the Japanese colonial era utilized civilian training schools to conduct the Korean medicine education conforming to modern medical school and examined how the operation of these training schools influenced the changes in the traditional Korean medicine. After the introduction of the Western medical science, the Korean medicine circle aimed to improve the quality of Korean medicine doctors by establishing modern Korean medicine medical schools. However, after the annexation of Korea and Japan, official Korean medicine medical schools were not established since policies were organized centered on the Western medical science. In this light, the Korean medicine circle strived to nurture the younger generation of Korean medicine by establishing and operating the civilian Korean medicine training schools after the annexation between Korea and Japan. The schools were limited in terms of scale and status but possessed the forms conforming to the modern medical schools in terms of education system. In other words, the civilian training schools not only adhered to the standard education of Korean medicine but also aimed to lay their foundation in the education system of the Western medical science by forming the separated curriculum including basic medical science, diagnosis, clinic, drug, and the practice of acupuncture and moxibustion. Furthermore, having contained the basic subjects of the Western medical science - physiology, anatomy, pathology, etc. - in the compulsory subjects shows perceiving the intellectual and systematic hegemony of the Western medical science and satisfying the demand of the colonial power. Such an education system was succeeded and solidified through the training sessions and the training schools operated by the local colonial governments after the 1930s. Korean medicine became different from the traditional Korean medicine through the establishment and the operation of such training schools.

  2. Entry of US Medical School Graduates Into Family Medicine Residencies: 2014-2015.

    PubMed

    Kozakowski, Stanley M; Fetter, Gerald; Bentley, Ashley

    2015-10-01

    This is the 34th national study conducted by the American Academy of Family Physicians (AAFP) that reports retrospectively the percentage of graduates from US MD-granting and DO-granting medical schools who entered Accreditation Council for Graduate Medical Education (ACGME)-accredited family medicine residency programs as first-year residents in 2014. Approximately 8.5% of the 18,241 students graduating from US MD-granting medical schools between July 2013 and June 2014 entered a family medicine residency. Of the 1,458 graduates of the US MD-granting medical schools who entered a family medicine residency in 2014, 80% graduated from 69 of the 131 schools. Eleven schools lacking departments or divisions of family medicine produced only a total of 26 students entering family medicine. In aggregate, medical schools west of the Mississippi River represent less than a third of all US MD-granting schools but have an aggregate rate of students selecting family medicine that is two-thirds higher than schools to the east of the Mississippi. A rank order list of US MD-granting medical schools was created based on the last 3 years' average percentage of graduates who became family medicine residents, using the 2014 and prior AAFP census data. US MD schools continue to fail to produce a primary care workforce, a key measure of social responsibility as measured by their production of graduates entering into family medicine. DO-granting and international medical school graduates filled the majority of ACGME-accredited family medicine first-year resident positions in 2014.

  3. Entry of US Medical School Graduates Into Family Medicine Residencies: 2015-2016.

    PubMed

    Kozakowski, Stanley M; Travis, Alexandra; Bentley, Ashley; Fetter, Gerald

    2016-10-01

    This is the 35th national study conducted by the American Academy of Family Physicians (AAFP) that reports retrospectively the percentage of graduates from MD-granting and DO-granting medical schools who entered Accreditation Council for Graduate Medical Education (ACGME)-accredited family medicine residency programs as first-year residents. Approximately 8.7% of the 18,929 students graduating from US MD-granting medical schools and 15.5% of the 5,314 students graduating from DO-granting medical schools between July 2014 and June 2015 entered an ACGME family medicine residency in 2015. Together, 10.2% of graduates of MD- and DO-granting schools entered family medicine. Of the 1,640 graduates of the MD-granting medical schools who entered a family medicine residency in 2015, 80% graduated from 70 of the 134 schools (52%). In 2015, DO-granting medical schools graduated 823 into ACGME-accredited family medicine residencies, 80% graduating from 19 of the 32 schools (59%). In aggregate, medical schools west of the Mississippi River represent less than a third of all MD-granting schools but have a rate of students selecting family medicine that is 40% higher than schools located east of the Mississippi. Fifty-one percent (24/47) of states and territories containing medical schools produce 80% of the graduates entering ACGME-accredited family medicine residency programs. A rank order list of MD-granting medical schools was created based on the last 3 years' average percentage of graduates who became family medicine residents, using the 2015 and prior AAFP census data.

  4. 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…

  5. US Medical Student Performance on the NBME Subject Examination in Internal Medicine: Do Clerkship Sequence and Clerkship Length Matter?

    PubMed

    Ouyang, Wenli; Cuddy, Monica M; Swanson, David B

    2015-09-01

    Prior to graduation, US medical students are required to complete clinical clerkship rotations, most commonly in the specialty areas of family medicine, internal medicine, obstetrics and gynecology (ob/gyn), pediatrics, psychiatry, and surgery. Within a school, the sequence in which students complete these clerkships varies. In addition, the length of these rotations varies, both within a school for different clerkships and between schools for the same clerkship. The present study investigated the effects of clerkship sequence and length on performance on the National Board of Medical Examiner's subject examination in internal medicine. The study sample included 16,091 students from 67 US Liaison Committee on Medical Education (LCME)-accredited medical schools who graduated in 2012 or 2013. Student-level measures included first-attempt internal medicine subject examination scores, first-attempt USMLE Step 1 scores, and five dichotomous variables capturing whether or not students completed rotations in family medicine, ob/gyn, pediatrics, psychiatry, and surgery prior to taking the internal medicine rotation. School-level measures included clerkship length and average Step 1 score. Multilevel models with students nested in schools were estimated with internal medicine subject examination scores as the dependent measure. Step 1 scores and the five dichotomous variables were treated as student-level predictors. Internal medicine clerkship length and average Step 1 score were used to predict school-to-school variation in average internal medicine subject examination scores. Completion of rotations in surgery, pediatrics and family medicine prior to taking the internal medicine examination significantly improved scores, with the largest benefit observed for surgery (coefficient = 1.58 points; p value < 0.01); completion of rotations in ob/gyn and psychiatry were unrelated to internal medicine subject examination performance. At the school level, longer internal medicine clerkships were associated with higher scores on the internal medicine examination (coefficient = 0.23 points/week; p value < 0.01). The order in which students complete clinical clerkships and the length of the internal medicine clerkship are associated with their internal medicine subject examination scores. Findings may have implications for curriculum re-design.

  6. Associations between Beliefs about Medicines and Medicines Education: A Survey among Finnish Comprehensive School Teachers

    ERIC Educational Resources Information Center

    Siitonen, Piia; Vainio, Kirsti; Keinonen, Tuula; Kiviniemi, Vesa; Hämeen-Anttila, Katri

    2015-01-01

    Objective: To describe the association between teachers' beliefs about medicines and teaching about illnesses and medicines-related topics by Finnish comprehensive school teachers. Design: A nationwide postal survey. Setting: Finnish primary and lower secondary school teachers. Method: Data were collected using a nationwide postal survey from a…

  7. 75 FR 6184 - Endangered Species; File No. 14754

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-02-08

    ... Isaac Wirgin, PhD, New York University School of Medicine, Department of Environmental Medicine, Tuxedo... Dr. Isaac Wirgin of the New York University School of Medicine, Department of Environmental Medicine...

  8. Current status of Kampo medicine curricula in all Japanese medical schools

    PubMed Central

    2012-01-01

    Background There have been a few but not precise surveys of the current status of traditional Japanese Kampo education at medical schools in Japan. Our aim was to identify problems and suggest solutions for a standardized Kampo educational model for all medical schools throughout Japan. Methods We surveyed all 80 medical schools in Japan regarding eight items related to teaching or studying Kampo medicine: (1) the number of class meetings, target school year(s), and type of classes; (2) presence or absence of full-time instructors; (3) curricula contents; (4) textbooks in use; (5) desire for standardized textbooks; (6) faculty development programmes; (7) course contents; and (8) problems to be solved to promote Kampo education. We conducted descriptive analyses without statistics. Results Eighty questionnaires were collected (100%). (1) There were 0 to 25 Kampo class meetings during the 6 years of medical school. At least one Kampo class was conducted at 98% of the schools, ≥4 at 84%, ≥8 at 44%, and ≥16 at 5%. Distribution of classes was 19% and 57% for third- and fourth-year students, respectively. (2) Only 29% of schools employed full-time Kampo medicine instructors. (3) Medicine was taught on the basis of traditional Japanese Kampo medicine by 81% of the schools, Chinese medicine by 19%, and Western medicine by 20%. (4) Textbooks were used by 24%. (5) Seventy-four percent considered using standardized textbooks. (6) Thirty-three percent provided faculty development programmes. (7) Regarding course contents, “characteristics” was selected by 94%, “basic concepts” by 84%, and evidence-based medicine by 64%. (8) Among the problems to be solved promptly, curriculum standardization was selected by 63%, preparation of simple textbooks by 51%, and fostering instructors responsible for Kampo education by 65%. Conclusions Japanese medical schools only offer students a short time to study Kampo medicine, and the impetus to include Kampo medicine in their curricula varies among schools. Future Kampo education at medical schools requires solving several problems, including curriculum standardization. PMID:23122050

  9. Legal Medicine in Medical Schools: A Survey of the State of the Art.

    ERIC Educational Resources Information Center

    Grumet, Barbara Ruhe

    1979-01-01

    Results of a survey of American medical schools indicate that there is considerable interest in legal medicine and that while 40 percent of the schools require students to complete some course work in legal medicine, the curricula vary considerably among the schools. Topics most frequently covered are informed consent and malpractice. (Author/JMD)

  10. Differences and similarities in medicine use, perceptions and sharing among adolescents in two different educational settings.

    PubMed

    Vestergaard, Stense; Ravn, Pernille; Hallgreen, Christine Erikstrup; Kaae, Susanne

    2017-11-23

    Background Evidence suggests that there are differences in medicine habits among adolescents with different sociodemographic backgrounds and that peers might also influence medicine use. More knowledge is needed regarding how these aspects together affect how different young people use medicines. Objective To explore the differences in medicine use, perceptions and sharing between adolescents at two different educational (and socio-demographic) settings and assess the influence of parents and peers. Subjects Fifty-nine students from a private high school (HS) and 34 students from a public vocational school (VS) in Denmark between the ages of 15 and 19 years old were subjects in this study. Methods A questionnaire was used that included background, medicine consumption, perceptions and social interaction. Descriptive analyses along with a Fishers test were used to determine differences and similarities between students' medicine patterns at the school settings. Results Of the 93 respondents, 74% used medicine within the past month, with females using more medicines. A significant difference was found with students at the VS using a higher number of medicines. Analgesics were the most frequently consumed medicine; however, reasons for using medicines appear to vary between the schools. Similarities between the schools were identified for perception of safety, sharing medicine and talking primarily with parents about medicine. Conclusion Fewer differences between students' medicine use at two educational settings than expected were identified, showing that aspects other than social background influence adolescents' use of medicine. A general tendency among young people believing that using medicines is a safe might explain these findings.

  11. 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

  12. 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.

  13. [Training and research in forensic medicine: present situation and future challenges for medical schools in Chile].

    PubMed

    González, Leonardo; Inzunza, José Antonio; Bustos, Luis; Vallejos, Carlos; Gutiérrez, René

    2005-07-01

    Lawyers need some medical knowledge and physicians must know about forensics. To explore training and research programs in forensic medicine in Chilean universities. Deans of all Medicine Faculties in Chile were contacted by e-mail and invited to answer a questionnaire containing 21 questions. A survey of Chilean publications on forensic medicine was performed in Medline, Lilacs and SciELO databases. Fourteen deans answered the questionnaire. In all the responding faculties, forensic medicine is an obligatory course, generally during the fifth year and mostly combining theory with practice. In seven faculties, forensic medicine concepts are included in other courses. Forensics is taught in only two of 10 dental schools, two of 17 nursing schools, one of nine midwives schools and one of nine medical technology schools. It is not taught in phonoaudiology, kinesiology and nutrition schools. There are 74 physicians that teach the specialty but only 10 are certified by the National Board of Medical Specialty Certification (CONACEM). Treatment of most topics on forensics is insufficient. Thanatology is the strongest topic and forensic dentistry is the weakest. There are 52 publications in the area, mostly on "medical law". Forensic medicine is taught in medical schools mostly as thanatology. The knowledge of forensics among medical students is limited and must be improved.

  14. Educational Opportunities in "Law and Medicine" in Law Schools

    ERIC Educational Resources Information Center

    Hirsh, Harold L.

    1975-01-01

    Noting the rapid expansion of forensic or legal medicine the author reports a survey conducted to determine the medical-legal education opportunities in American law schools. Findings showed that in 73 percent of the schools courses in law and medicine or forensic psychiatry are offered but many are limited in scope. (JT)

  15. The Medical Academic Advancement Program at the University of Virginia School of Medicine.

    PubMed

    Fang, W L; Woode, M K; Carey, R M; Apprey, M; Schuyler, J M; Atkins-Brady, T L

    1999-04-01

    Since 1984 the University of Virginia School of Medicine has conducted the Medical Academic Advancement Program for minority and disadvantaged students interested in careers in medicine. The program is a six-week residential program for approximately 130 undergraduate and post-baccalaureate students per year. It emphasizes academic course work--biology, chemistry, physics, and essay writing--to prepare the participants for the Medical College Admission Test. Non-graded activities, such as a clinical medicine lecture series, clinical experiences, and a special lecture series, and special workshops are also offered. The participants take two simulated MCAT exams. Between 1984 and 1998, 1,497 students have participated in the program, with complete follow-up information available for 690 (46%). Of the 1,487 participants, 80 (5%) have graduated from the University of Virginia School of Medicine and 174 (12%) from other medical schools; 44 (3%) are attending the medical school now, and 237 (16%) are at other medical schools; 44 (3%) have graduated from other health professions schools, and 54 (3%) are attending such schools. The retention rate for participants at the University of Virginia School of Medicine is 91% (that is, all but seven of the 80 who matriculated have been retained past the first year). The Medical Academic Advancement Program has been successful in increasing the number of underrepresented minority students matriculating into and continuing in medical education. Such programs warrant continued support and encouragement.

  16. The Status of Family Medicine Training Programs in the Asia Pacific.

    PubMed

    Jenn Ng, Chirk; Lieng Teng, Cheong; Abdullah, Adina; Hoong Wong, Chin; Sherina Hanafi, Nik; Su Yin Phoa, Stephanie; Tong, Wen Ting

    2016-03-01

    The family medicine training programs in the Asia Pacific (AP) are evolving. To date, there is a lack of comprehensive and systematic documentation on the status of family medicine training in the AP. This study aims to determine the status of family medicine training at both the undergraduate and postgraduate levels in medical schools (universities or colleges) in the AP. In 2014, the authors conducted a cross-sectional online survey to assess the undergraduate and postgraduate family medicine programs in academic family medicine departments from AP countries. A 37-item online survey questionnaire was sent to key informants from academic institutions with established family medicine departments/units. Only one response from each family medicine department/unit was included in the analysis. The medical school and country response rates were 31.31% and 64.1%, respectively. The majority of the medical schools (94.7%, n=71/75) reported having a department/unit for family medicine. Family medicine is recognized as a specialist degree by the governments of 20/25 countries studied. Family medicine is included in the undergraduate program of 92% (n=69/75) of all the participating medical schools. Only slightly more than half (53.3%) (n=40/75) reported conducting a postgraduate clinical program. Less than one third (26.7%) (n=20/75) of the medical schools conducted postgraduate research programs. Undergraduate training remains the focus of most family medicine departments/units in the AP. Nevertheless, the number of postgraduate programs is increasing. A more rigorous and long-term documentation of family medicine training in the AP is warranted.

  17. Role of institutional climate in fostering diversity in biomedical research workforce: a case study.

    PubMed

    Butts, Gary C; Hurd, Yasmin; Palermo, Ann-Gel S; Delbrune, Denise; Saran, Suman; Zony, Chati; Krulwich, Terry A

    2012-01-01

    This article reviews the barriers to diversity in biomedical research and describes the evolution of efforts to address climate issues to enhance the ability to attract, retain, and develop underrepresented minorities, whose underrepresentation is found both in science and medicine, in the graduate-school biomedical research doctoral programs (PhD and MD/PhD) at Mount Sinai School of Medicine. We also describe the potential beneficial impact of having a climate that supports diversity and inclusion in the biomedical research workforce. The Mount Sinai School of Medicine diversity-climate efforts are discussed as part of a comprehensive plan to increase diversity in all institutional programs: PhD, MD/PhD, and MD, and at the residency, postdoctoral fellow, and faculty levels. Lessons learned from 4 decades of targeted programs and activities at the Mount Sinai School of Medicine may be of value to other institutions interested in improving diversity in the biomedical science and academic medicine workforce. © 2012 Mount Sinai School of Medicine.

  18. Going Through Medical School and Considering the Choice of Family Medicine: Prescription or Antidote?

    ERIC Educational Resources Information Center

    Mauksch, Hans O.; And Others

    A study of the choice of specialty by medical students suggests that Family Medicine depends on students whose choice predates medical school; the number of those interested diminishes significantly over the four years. Interviews suggest several characteristics of the medical school that mitigate against the choice of family medicine and steer…

  19. Construction Grants for Educational Facilities, Fiscal Years 1965-77. Health Manpower References.

    ERIC Educational Resources Information Center

    Berman, Bella U.; Rosenthal, Samuel

    This publication provides information on construction assistance awarded to schools of medicine, osteopathic medicine, dentistry, optometry, pharmacy, podiatric medicine, veterinary medicine, public health, and nursing. In addition it provides data on grants awarded to schools of allied health, medical libraries, and health research facilities.…

  20. Academic profile of students who transferred to Zagreb School of Medicine from other medical schools in Croatia.

    PubMed

    Dusek, Davorka; Dolovcak, Svjetlana; Kljaković-Gaspić, Marko

    2004-02-01

    To assess the academic performance of students who transferred to the Zagreb School of Medicine from other three medical schools in Croatia. Academic performance of medical students who moved from Rijeka, Osijek, or Split University Medical Schools to the Zagreb University School of Medicine at the second or third year was compared with academic performance of students enrolled at the Zagreb University School of Medicine. Using the Zagreb Medical School's registry, we made a list of 57 transfer students to Zagreb Medical School in the 1985-1994 period. Control group was formed of students enrolled at the Zagreb School of Medicine in the same period, whose names followed in alphabetical order after the names of transfer students. Students' performance was analyzed according to their grade average before transfer, grade average in the first year after transfer, total grade average after transfer, overall grade average, and duration of studies. We also analyzed the proportion of students in each group who did not pass the admission test at the Zagreb School of Medicine in the year before the enrollment in Zagreb, Osijek, Rijeka, and Split Medical Schools. Nineteen transfer students, transferred between 1985 and 1988, and their controls were excluded from the analysis because of incomplete data. Transfer students had significantly lower grade average before transfer (3.2-/+0.6 vs 3.5-/+0.7, p=0.03, Student t-test), lower grade average in the first year after transfer (3.2-/+0.6 vs 3.5-/+0.7, p=0.03), lower total grade average after transfer (3.6-/+0.5 vs 4.0-/+0.6, p<0.001), and lower overall grade average (3.5-/+0.5 vs 3.9-/+0.6, p<0.001) than control students. Median time to graduate for transfer students was 7 years (range, 5-9) and 6 years (range, 5-9) for control students (p=0.375, Mann-Whitney test). There were significantly more students among transfer students who did not pass the admission test at the Zagreb School of Medicine in the year before the final enrollment than their controls (15/38 vs 4/38, p=0.009, chi-square test). Transfer students had poorer academic performance than students who passed the admission test and were enrolled at the Zagreb School of Medicine from the first year of studies.

  1. The Clinical Significance of Water Pollution

    PubMed Central

    1988-01-01

    These discussions are selected from the weekly staff conferences in the Department of Medicine, University of California, San Francisco. Taken from transcriptions, they are prepared by Drs Homer A. Boushey, Professor of Medicine, and David G. Warnock, Associate Professor of Medicine, under the direction of Dr Lloyd H. Smith, Jr, Professor of Medicine and Associate Dean in the School of Medicine. Requests for reprints should be sent to the Department of Medicine, University of California, San Francisco, School of Medicine, San Francisco, CA 94143. Images PMID:3348027

  2. 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:…

  3. Military Medicine Interest Groups in U.S. Medical Schools.

    PubMed

    Guenther, Timothy M; Coker, Timothy J; Chen, Steve I; Carlson, Mark A

    2016-11-01

    Medical student interest groups are organizations that help expose students to different medical specialties and fields of medicine while in medical school. Military medicine interest groups (MMIGs) are a particular type of interest group that spreads information about military medicine, fosters mentorship, and camaraderie between students and military faculty, and increases the opportunities for leadership while in medical school. Surveys were sent to all U.S. medical schools to determine how many schools had an MMIG. If a medical school had a group, a second survey was sent to the student leader to determine more information about how their group operated (such as type of participants, funding sources, activities, faculty involvement, military health care provider involvement, etc.). Fifty-six percent of U.S. medical schools who responded were found to have an MMIG and most participants were students in the Health Professions Scholarship Program. Information about military medicine was found to be the biggest impact of having a group at a medical school and student leaders expressed they wished to have more military health care provider involvement. The results of this study could help start MMIGs at other medical schools, as well as give ideas to current MMIGs on how other groups operate. Reprint & Copyright © 2016 Association of Military Surgeons of the U.S.

  4. THE STRUCTURE AND FUNCTION OF DEPARTMENTS OF MEDICINE

    PubMed Central

    LANDEFELD, C. SETH

    2016-01-01

    The structure and function of departments of medicine are important for several reasons. First, departments of medicine are the biggest departments in virtually every medical school and in most universities with a medical school, and they are the largest professional units in most academic medical centers. In fact, Petersdorf described them as “the linchpins of medical schools” (1). Departments of medicine account for one-fourth or more of the academic medical enterprise: they include about one-fourth of the faculty of medical school, account for roughly one-fourth of the patient care and clinical revenue of academic medical centers, and their faculty perform a disproportionate share of teaching and research, accounting for up to 45% of National Institutes of Health (NIH) – funded research in some medical schools. Second, the department’s ability to fulfill its role and advance its mission depends on its structure and function. Finally, lessons learned from examining the structure and function of departments of medicine may guide other departments and schools of medicine themselves in improving their structure and function. This paper describes the issues that face departments of medicine in 2016. I begin by providing the context for these issues with a definition of a department of medicine, describing briefly the history of departments, and stating their mission. PMID:28066053

  5. The Function of Neuroendocrine Cells in Prostate Cancer

    DTIC Science & Technology

    2015-06-20

    Comprehensive Cancer Center and 4Broad Center for Regenerative Medicine and Stem Cell Biology, David Geffen School of Medicine at UCLA, 10833 Le Conte... Regenerative Medicine and Stem Cell Research, UCLA David Geffen School of Medicine , Los Angeles, California. 2Department of Urology, The First...progress in prostate cancer. Soochou University Annual Translational Medicine Meeting, Suzhou, China, November 2013 21. Prostate Cancer Stem Cells

  6. Tanzanian high school students' attitude towards five university professional courses.

    PubMed

    Kikwilu, E N; Mugonzibwa, E A; Rugarabamu, P G; Ntabaye, M K

    2000-03-01

    To determine the attitude of high school students majoring in Physics, Chemistry and Biology (PCB) towards Medicine, Pharmacy, Dentistry, Veterinary Medicine and Nursing as professions at university. A cross sectional study of a representative sample of high school students using a pretested attitudinal questionnaire. Attitude components tested were degree of liking, degree of admiration and intentions to visit a professional at work. High schools in Tanzania mainland majoring in PCB. All 352 high school students from a representative sample of five schools: two boy-schools; two girl-schools; and one mixed gender-school participated by filling in a questionnaire. The questionnaire consisted of demographic variables on age, sex, class, education and employment status of father and mother as background variables, and questions on the degree of liking, admiration and preference to visit a particular professional at work. All the attitudinal questions were scored on a 5-point scale. Scores for the three-attitudinal components were summed to group subjects into positive, neutral and negative attitude. Attitude of students to five professions they could study at a higher level. Eighty seven percent of the high school students had a positive attitude towards medicine, 66% towards pharmacy, 40% dentistry, 12% veterinary and 9% nursing. Dentistry and veterinary had the highest percentage of students (46.5% and 37.3%) who had a neutral attitude towards the professions, and the highest percentage of students (11.7% and 9.9%) who reported to have had no sufficient information to enable them indicate whether they admired dentistry and veterinary medicine or not. Significantly more girls than boys liked, admired and preferred to study nursing (chi2 varied from 11.39 to 12.99; p-value < 0.005). Medicine was the most liked profession while nursing was the least liked. Pharmacy, dentistry and veterinary medicine fell in between. There was insufficient knowledge about dentistry and veterinary medicine among the high school students.

  7. Laboratory Medicine Education at U.S. Medical Schools: A 2014 Status Report.

    PubMed

    Smith, Brian R; Kamoun, Malek; Hickner, John

    2016-01-01

    To assess the current state of laboratory medicine education at U.S. medical schools. From 2013 to 2014, the authors surveyed the appropriate dean, department chair, or undergraduate education director at each U.S. medical school accredited by the Liaison Committee on Medical Education about the state of laboratory medicine education, curriculum and competency assessment, and barriers to education at his or her institution. The authors used descriptive statistics to analyze the results. The authors received 98 (75%) responses. Eighty-two schools (84%) offered course work in laboratory medicine; 76 (78%) required it. The median number of hours of required course work was 12.5, with 8.0 devoted to lectures and 4.5 to small-group, problem-based learning and/or laboratory sessions. Only 8 schools required training in a clinical setting. Fewer than half reported regular, formal review of the laboratory medicine curriculum. The assessment of students' competency in laboratory medicine was rare (8 schools), and only half of respondents were aware of published curriculum guidelines. Barriers to teaching laboratory medicine included lack of sufficient time in the preclinical curriculum (86; 88%) or clinical curriculum (84; 86%), lack of knowledge of best laboratory practices by residents (70; 72%), lack of student interest (62; 63%), and lack of knowledge by attending physicians (58; 59%). Half of respondents were likely to use a national standardized examination to assess competency in laboratory medicine, if one was available. Significant opportunities exist to improve laboratory medicine education, including in the proper use and interpretation of clinical laboratory testing.

  8. Laboratory Medicine Education at U.S. Medical Schools: A 2014 Status Report

    PubMed Central

    Smith, Brian R.; Kamoun, Malek; Hickner, John

    2017-01-01

    Purpose To assess the current state of laboratory medicine education at U.S. medical schools. Method From 2013 to 2014, the authors surveyed the appropriate dean, department chair, or undergraduate education director at each U.S. medical school accredited by the Liaison Committee on Medical Education about the state of laboratory medicine education, curriculum and competency assessment, and barriers to education at his or her institution. The authors used descriptive statistics to analyze the results. Results The authors received 98 (75%) responses. Eighty-two schools (84%) offered course work in laboratory medicine; 76 (78%) required it. The median number of hours of required course work was 12.5, with 8.0 devoted to lectures and 4.5 to small-group, problem-based learning and/or laboratory sessions. Only 8 schools required training in a clinical setting. Fewer than half reported regular, formal review of the laboratory medicine curriculum. The assessment of students’ competency in laboratory medicine was rare (8 schools), and only half of respondents were aware of published curriculum guidelines. Barriers to teaching laboratory medicine included lack of sufficient time in the preclinical curriculum (86; 88%) or clinical curriculum (84; 86%), lack of knowledge of best laboratory practices by residents (70; 72%), lack of student interest (62; 63%), and lack of knowledge by attending physicians (58; 59%). Half of respondents were likely to use a national standardized examination to assess competency in laboratory medicine, if one was available. Conclusions Significant opportunities exist to improve laboratory medicine education, including in the proper use and interpretation of clinical laboratory testing. PMID:26200574

  9. The Role of NG2 Glial Cells in ALS Pathogenesis

    DTIC Science & Technology

    2013-10-01

    line of OPC differentiation from iPS cells. SHH, sonic hedgehog ; RA, retinoitic acid; bFGF, basic FGF; PDGF, platelet-derived growth factor; IGF...University School of Medicine, Baltimore, Maryland, USA. 3Department of Anatomy , Kitasato University School of Medicine, Sagamihara, Japan. 4Brain Science...6Present address: Shriners Hospital Pediatric Research Center, Department of Anatomy and Cell Biology, Temple University School of Medicine

  10. 42 CFR 62.9 - Under what circumstances can the period of obligated service be deferred to complete approved...

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... from a school of medicine, osteopathy, or dentistry, veterinary medicine, optometry, podiatry or... for any participant receiving a degree from a school of medicine, osteopathy or dentistry, or (2) one...

  11. Physician Payment Reform—An Idea Whose Time Has Come

    PubMed Central

    Lee, Philip R.

    1990-01-01

    These discussions are selected from the weekly staff conferences in the Department of Medicine, University of California, San Francisco. Taken from transcriptions, they are prepared by Homer A. Boushey, MD, Professor of Medicine, and Nathan M. Bass, MD, PhD, Associate Professor of Medicine, under the direction of Lloyd H. Smith, Jr, MD, Professor of Medicine and Associate Dean in the School of Medicine. Requests for reprints should be sent to the Department of Medicine, University of California, San Francisco, School of Medicine, San Francisco, CA 94143. PMID:2185598

  12. 28 CFR 35.190 - Designated agencies.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... responsibilities, regulate, or administer services, programs, or activities in the following functional areas. (1... institutions, institutions of higher education and vocational education (other than schools of medicine... social services, including schools of medicine, dentistry, nursing, and other health-related schools, the...

  13. 28 CFR 35.190 - Designated agencies.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... responsibilities, regulate, or administer services, programs, or activities in the following functional areas. (1... institutions, institutions of higher education and vocational education (other than schools of medicine... social services, including schools of medicine, dentistry, nursing, and other health-related schools, the...

  14. 28 CFR 35.190 - Designated agencies.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... responsibilities, regulate, or administer services, programs, or activities in the following functional areas. (1... institutions, institutions of higher education and vocational education (other than schools of medicine... social services, including schools of medicine, dentistry, nursing, and other health-related schools, the...

  15. Delaying Middle School and High School Start Times Promotes Student Health and Performance: An American Academy of Sleep Medicine Position Statement.

    PubMed

    Watson, Nathaniel F; Martin, Jennifer L; Wise, Merrill S; Carden, Kelly A; Kirsch, Douglas B; Kristo, David A; Malhotra, Raman K; Olson, Eric J; Ramar, Kannan; Rosen, Ilene M; Rowley, James A; Weaver, Terri E; Chervin, Ronald D

    2017-04-15

    During adolescence, internal circadian rhythms and biological sleep drive change to result in later sleep and wake times. As a result of these changes, early middle school and high school start times curtail sleep, hamper a student's preparedness to learn, negatively impact physical and mental health, and impair driving safety. Furthermore, a growing body of evidence shows that delaying school start times positively impacts student achievement, health, and safety. Public awareness of the hazards of early school start times and the benefits of later start times are largely unappreciated. As a result, the American Academy of Sleep Medicine is calling on communities, school boards, and educational institutions to implement start times of 8:30 AM or later for middle schools and high schools to ensure that every student arrives at school healthy, awake, alert, and ready to learn. © 2017 American Academy of Sleep Medicine

  16. Health Professions Schools. Selected Enrollment Data 1970-71/1977-78.

    ERIC Educational Resources Information Center

    Health Resources Administration (DHEW/PHS), Bethesda, MD. Bureau of Health Manpower.

    Enrollment data are provided for each school of medicine, osteopathy, dentistry, optometry, pharmacy, podiatry, and veterinary medicine for the academic years 1970-71 through 1977-78. In one section, the schools are classified by discipline, and within each discipline the schools are sorted alphabetically by state; discipline totals are also…

  17. Positions toward Science Studies in Medicine among University Graduates of Medicine and the Teenaged Participants of the "Medical Systems" Study Program

    ERIC Educational Resources Information Center

    Ben-Zvi-Assaraf, Orit; Even-Israel, Chava

    2011-01-01

    The "Medical Systems" program was designed to introduce high school students to the world of advanced medicine. Its premise was to use an applied scientific discipline like medicine to encourage high-school students' interest in basic science. This study compares the teen-aged graduates of "Medical Systems" with fourth and…

  18. Reducing health disparities: the social role of medical schools.

    PubMed

    Dopelt, Keren; Davidovitch, Nadav; Yahav, Zehava; Urkin, Jacob; Bachner, Yaacov G

    2014-06-01

    Medical education based on the principles of social medicine can contribute toward reducing health disparities through the "creation" of doctors who are more involved in community programs. This study compared the social medicine orientation of graduates from various medical schools in Israel. The authors conducted an online cross-sectional survey in May 2011 among physicians who are graduates of Israeli medical schools. The study included 1050 physicians practicing medicine in Israel: 36% who are graduates from the Hebrew University, 26% from Tel Aviv University, 22% from the Technion and 16% from Ben-Gurion University. A greater percentage of physicians who studied either at the Technion or Ben-Gurion are working or have worked in the periphery (∼50% vs. ∼30% at the Hebrew and Tel Aviv Universities). Among Ben-Gurion graduates, 47% are active in social medicine programs vs. 34-38% from other schools. Among physicians active in social medicine programs, 32% of Ben-Gurion alumni estimated that their medical education greatly influenced their social medicine involvement vs. 8-15% from other schools. Hebrew University alumni described their studies as more research-oriented. In contrast, Ben-Gurion graduates described their studies as more social medicine-oriented and they exhibited more positive attitudes about the role of physicians in reducing health disparities. Social medicine-oriented medical education induces a socialization process reinforcing human values regarding doctor-patient relationships and produces positive attitudes among future doctors about social involvement. Findings emphasize the need to develop educational programs with this orientation and to strengthen medical schools in the periphery.

  19. Gender and academic medicine: a good pipeline of women graduates is not advancing.

    PubMed

    Puljak, Livia; Kojundzic, Sanja Lovric; Sapunar, Damir

    2008-01-01

    Women are underrepresented in the higher levels of appointment in academic medicine, despite the so-called feminization of medicine. A 27-year (1979-2006) retrospective study was conducted regarding the success and advancement of women and men at the University of Split School of Medicine in Croatia. Data were collected from the school's archive, including number of women and men among applicants, enrollees, graduates, teachers, department chairs and the school management: high school grade averages and admission tests scores by applicant gender and gender-based graduation grade averages. The number and gender patterns of all employed and unemployed physicians in the Split-Dalmatia county were also collected. Men represent the minority among applicants, enrollees, and graduates, whereas women were in the minority among faculty, department chairs, and the school management across all 27 years. Graduation grades from high school and medical school showed that women were statistically better students, although the difference was slight. In the same geographic area, women are more often unemployed and less likely to specialize. More women are applying, enrolling and graduating from the University of Split School of Medicine. Women also perform statistically better on entrance exam and have better graduation grades, yet they remain a minority in faculty and leadership positions. A review of county-wise employment statistics revealed that women were more frequently unemployed and less likely to specialize in this study.

  20. 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…

  1. Epidemoligic Investigation of Health Effects in Air Force Personnel Following Exposure to Herbicides: Baseline Questionnaires

    DTIC Science & Technology

    1982-11-01

    19M I Prepared for: The Surgeon General ~, United States Air Force Washington, D.C. 20314 USAF SCHOOL OF AEROSPACE MEDICINE Brooks Air Force Base...School of Aerospace Medicine , Aerospace Medical Division, AFSC, Brooks Air Force Base, Texas, under job order 2767-00-01. la When Government drawings...Wolfe. Ljeujenant; Colonel, USAF. M C S F. IlFONMING ORGANIZATION NAMS AND AODRESS 10. PROGRAM ELEMENT. PROJECT, TASKUSAF School of Aerospace Medicine

  2. Genetics Home Reference: Fabry disease

    MedlinePlus

    ... Sheet (PDF) Disease InfoSearch: Fabry Disease Emory University School of Medicine (PDF) International Center for Fabry Disease, Mount Sinai School of Medicine MalaCards: fabry disease Merck Manual Consumer ...

  3. DoD Global, Laboratory-Based, Influenza Surveillance Program, End-of-Year Report, 2014-2015

    DTIC Science & Technology

    2016-01-01

    DeMarcus January 2016 Air Force Research Laboratory 711th Human Performance Wing U.S. Air Force School of Aerospace Medicine ...Public Health and Preventive Medicine Dept 2510 Fifth St. Wright-Patterson AFB, OH 45433-7913 DISTRIBUTION STATEMENT A. Approved for public release...PERFORMING ORGANIZATION NAME(S) AND ADDRESS(ES) USAF School of Aerospace Medicine Public Health and Preventive Medicine Dept/PHR 2510 Fifth St

  4. Performances of U.S. Osteopathic and Canadian Medical School Graduates on the American Board of Internal Medicine Certifying Examinations, 1984-1988.

    ERIC Educational Resources Information Center

    Shea, Judy A.; And Others

    1990-01-01

    A study compared the 1984-88 test performances of United States osteopathic medical school graduates and Canadian medical school graduates with those of U.S. and foreign medical school graduates during the same period. Findings, limitations, and implications for recruitment and training of internal medicine specialists are discussed. (Author/MSE)

  5. 42 CFR 57.1503 - Eligibility.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... this subpart, the applicant shall: (1) Be a nonprofit private school of medicine, dentistry, osteopathy... approved by the school of medicine, osteopathy or dentistry with which the hospital or outpatient facility...

  6. 42 CFR 57.1503 - Eligibility.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... this subpart, the applicant shall: (1) Be a nonprofit private school of medicine, dentistry, osteopathy... approved by the school of medicine, osteopathy or dentistry with which the hospital or outpatient facility...

  7. Changes in the Composition of the Health Professions Applicant Pool: 1977-1987.

    ERIC Educational Resources Information Center

    Health Resources and Services Administration (DHHS/PHS), Rockville, MD. Bureau of Health Professions.

    The report synthesizes and summarizes trends in the numbers and characteristics of persons who have applied to selected health professions schools (i.e., allopathic medicine, osteopathic medicine, dentistry, and veterinary medicine) from 1977 to 1987. It is based primarily on data made available by the professional associations of the schools and…

  8. Sleep medicine education and knowledge among medical students in selected Saudi Medical Schools

    PubMed Central

    2013-01-01

    Background Limited information is available regarding sleep medicine education worldwide. Nevertheless, medical education has been blamed for the under-recognition of sleep disorders among physicians. This study was designed to assess the knowledge of Saudi undergraduate medical students about sleep and sleep disorders and the prevalence of education on sleep medicine in medical schools as well as to identify the obstacles to providing such education. Methods We surveyed medical schools that were established more than 10 years ago, asking fourth- and fifth-year medical students (men and women) to participate. Seven medical schools were selected. To assess knowledge on sleep and sleep disorders, we used the Assessment of Sleep Knowledge in Medical Education (ASKME) Survey, which is a validated 30-item questionnaire. The participants were separated into two groups: those who scored ≥60% and those who scored <60%. To assess the number of teaching hours dedicated to sleep medicine in the undergraduate curricula, the organizers of the major courses on sleep disorders were contacted to obtain the curricula for those courses and to determine the obstacles to education. Results A total of 348 students completed the survey (54.9% male). Among the participants, 27.7% had a specific interest in sleep medicine. More than 80% of the study sample had rated their knowledge in sleep medicine as below average. Only 4.6% of the respondents correctly answered ≥60% of the questions. There was no difference in the scores of the respondents with regard to university, gender, grade-point average (GPA) or student academic levels. Only five universities provided data on sleep medicine education. The time spent teaching sleep medicine in the surveyed medical schools ranged from 0-8 hours with a mean of 2.6 ±2.6 hours. Identified obstacles included the following: (1) sleep medicine has a lower priority in the curriculum (53%) and (2) time constraints do not allow the incorporation of sleep medicine topics in the curriculum (47%). Conclusions Medical students in the surveyed institutions possess poor knowledge regarding sleep medicine, which reflects the weak level of education in this field of medicine. To improve the recognition of sleep disorders among practicing physicians, medical schools must provide adequate sleep medicine education. PMID:24070217

  9. Sleep medicine education and knowledge among medical students in selected Saudi Medical Schools.

    PubMed

    Almohaya, Abdulellah; Qrmli, Abdulaziz; Almagal, Naeif; Alamri, Khaled; Bahammam, Salman; Al-Enizi, Mashhour; Alanazi, Atif; Almeneessier, Aljohara S; Sharif, Munir M; Bahammam, Ahmed S

    2013-09-27

    Limited information is available regarding sleep medicine education worldwide. Nevertheless, medical education has been blamed for the under-recognition of sleep disorders among physicians. This study was designed to assess the knowledge of Saudi undergraduate medical students about sleep and sleep disorders and the prevalence of education on sleep medicine in medical schools as well as to identify the obstacles to providing such education. We surveyed medical schools that were established more than 10 years ago, asking fourth- and fifth-year medical students (men and women) to participate. Seven medical schools were selected. To assess knowledge on sleep and sleep disorders, we used the Assessment of Sleep Knowledge in Medical Education (ASKME) Survey, which is a validated 30-item questionnaire. The participants were separated into two groups: those who scored ≥60% and those who scored <60%. To assess the number of teaching hours dedicated to sleep medicine in the undergraduate curricula, the organizers of the major courses on sleep disorders were contacted to obtain the curricula for those courses and to determine the obstacles to education. A total of 348 students completed the survey (54.9% male). Among the participants, 27.7% had a specific interest in sleep medicine. More than 80% of the study sample had rated their knowledge in sleep medicine as below average. Only 4.6% of the respondents correctly answered ≥60% of the questions. There was no difference in the scores of the respondents with regard to university, gender, grade-point average (GPA) or student academic levels. Only five universities provided data on sleep medicine education. The time spent teaching sleep medicine in the surveyed medical schools ranged from 0-8 hours with a mean of 2.6 ±2.6 hours. Identified obstacles included the following: (1) sleep medicine has a lower priority in the curriculum (53%) and (2) time constraints do not allow the incorporation of sleep medicine topics in the curriculum (47%). Medical students in the surveyed institutions possess poor knowledge regarding sleep medicine, which reflects the weak level of education in this field of medicine. To improve the recognition of sleep disorders among practicing physicians, medical schools must provide adequate sleep medicine education.

  10. Public health education at the University of California, Davis: past, present, and future programs.

    PubMed

    Hird, David W; Lloyd, K C Kent; McCurdy, Stephen A; Schenker, Marc B; Troidl, John J; Kass, Philip H

    2008-01-01

    This article reviews the history of public-health education at the University of California, Davis, from the inception of the Master of Preventive Veterinary Medicine Program in the School of Veterinary Medicine through the creation of the Master of Public Health Program offered jointly by the Schools of Medicine and Veterinary Medicine. The long history of collaborative teaching and research between the schools, as well as the university's close proximity to and relationship with numerous university-affiliated and state public-health agencies, has created remarkable opportunities for novel and creative public-health education. The university is already anticipating the approval of a School of Public Health on its campus, which will create even more educational opportunities in both human and veterinary public-health disciplines. Given the projected shortfall of veterinarians entering such fields, the opportunity of a novel Doctor of Public Health degree program specifically suited to the needs of veterinary medicine is also discussed as a means of addressing this shortage.

  11. Student mistreatment in medical school and planning a career in academic medicine.

    PubMed

    Haviland, Mark G; Yamagata, Hisashi; Werner, Leonard S; Zhang, Kehua; Dial, Thomas H; Sonne, Janet L

    2011-01-01

    Student mistreatment in medical school is a persistent problem with both known and unexplored consequences [corrected]. The purpose of this study was to determine whether a perception of having been mistreated in medical school had an association with planning a full-time career in academic medicine. Using Association of American Medical Colleges' 2000-2004 Medical School Graduation Questionnaire data, we evaluated the relationship between students' mistreatment experience and their career choice, academic versus nonacademic setting. Meta-analysis and regression were used to evaluate this relationship. At medical schools where relatively high percentages of graduating seniors were planning academic careers, students reporting mistreatment experiences were less likely at graduation to be planning careers in academic medicine. A perception of having been mistreated in medical school is related to students' career choices, a finding that may be useful to medical school administrators/faculty and students as mistreatment is addressed in program planning, counseling, and faculty recruitment.

  12. An Exploratory Study of Women in the Health Professions Schools. Volume VII: Women in Podiatry.

    ERIC Educational Resources Information Center

    Urban and Rural Systems Associates, San Francisco, CA.

    In an exploratory study conducted for the Women's Action Program of HEW, the aims were to identify and explore the barriers to success that women face as MODVOPPP (Medicine, Osteopathic medicine, Dentistry, Veterinary medicine, Optometry, Podiatry, Pharmacy, and Public health) school applicants and students, and to describe the discrimination…

  13. An Exploratory Study of Women in the Health Professions Schools: Volume VIII: Women in Pharmacy.

    ERIC Educational Resources Information Center

    Urban and Rural Systems Associates, San Francisco, CA.

    In an exploratory study conducted for the Women's Action Program of HEW, the aims were to identify and explore the barriers to success that women face as MODVOPPP (Medicine, Osteopathic medicine, Dentistry, Veterinary medicine, Optometry, Podiatry, Pharmacy, and Public health) school applicants and students and to describe the discrimination…

  14. An Exploratory Study of Women in the Health Professions Schools. Volume VI: Women in Optometry.

    ERIC Educational Resources Information Center

    Urban and Rural Systems Associates, San Francisco, CA.

    In an exploratory study conducted for the Women's Action Program of HEW, the aims were to identify and explore the barriers to success that women face as MODVOPPP (Medicine, Osteopathic medicine, Dentistry, Veterinary medicine, Optometry, Podiatry, Pharmacy, and Public health) school applicants and students and to describe the discrimination…

  15. Primary care careers among recent graduates of research-intensive private and public medical schools.

    PubMed

    Choi, Phillip A; Xu, Shuai; Ayanian, John Z

    2013-06-01

    Despite a growing need for primary care physicians in the United States, the proportion of medical school graduates pursuing primary care careers has declined over the past decade. To assess the association of medical school research funding with graduates matching in family medicine residencies and practicing primary care. Observational study of United States medical schools. One hundred twenty-one allopathic medical schools. The primary outcomes included the proportion of each school's graduates from 1999 to 2001 who were primary care physicians in 2008, and the proportion of each school's graduates who entered family medicine residencies during 2007 through 2009. The 25 medical schools with the highest levels of research funding from the National Institutes of Health in 2010 were designated as "research-intensive." Among research-intensive medical schools, the 16 private medical schools produced significantly fewer practicing primary care physicians (median 24.1% vs. 33.4%, p < 0.001) and fewer recent graduates matching in family medicine residencies (median 2.4% vs. 6.2%, p < 0.001) than the other 30 private schools. In contrast, the nine research-intensive public medical schools produced comparable proportions of graduates pursuing primary care careers (median 36.1% vs. 36.3%, p = 0.87) and matching in family medicine residencies (median 7.4% vs. 10.0%, p = 0.37) relative to the other 66 public medical schools. To meet the health care needs of the US population, research-intensive private medical schools should play a more active role in promoting primary care careers for their students and graduates.

  16. Health Professions Education Facilities in the Non-Profit Sector. 1973.

    ERIC Educational Resources Information Center

    Health Resources Administration (DHEW/PHS), Bethesda, MD. Bureau of Health Manpower.

    In this study of the physical facilities of the nation's health professions schools, all schools of dentistry, medicine, optometry, osteopathy, pharmacy, podiatry, public health, and veterinary medicine, and all parent institutions of the schools, were surveyed in May of 1973. The major goals of this pioneering survey were to assess the nature and…

  17. Sleep medicine education and knowledge among undergraduate dental students in Middle East universities.

    PubMed

    Talaat, Wael; AlRozzi, Balsam; Kawas, Sausan Al

    2016-01-02

    The aim of this study was to assess the undergraduate dental education in sleep medicine in Middle East universities as well as the students' knowledge in this field. A cross-sectional observational study was carried out during the period from September 2013 to April 2014.Two different questionnaires were used. A self-administered questionnaire and a cover letter were emailed and distributed to 51 randomly selected Middle East dental schools to gather information about their undergraduate sleep medicine education offered in the academic year 2012-2013.The second questionnaire was distributed to the fifth-year dental students in the 2nd Sharjah International Dental Student Conference in April 2014, to assess their knowledge on sleep medicine. A survey to assess knowledge of sleep medicine in medical education (Modified ASKME Survey) was used. Thirty-nine out of 51 (76%) responded to the first questionnaire. Out of the responding schools, only nine schools (23%) reported the inclusion of sleep medicine in their undergraduate curriculum. The total average hours dedicated to teaching sleep medicine in the responding dental schools was 1.2 hours. In the second questionnaire, 29.2% of the respondents were in the high score group, whereas 70.8% scored low in knowledge of sleep-related breathing disorders. Dental students in Middle East universities receive a weak level of sleep medicine education resulting in poor knowledge in this field.

  18. Sleep medicine education and knowledge among undergraduate dental students in Middle East universities.

    PubMed

    Talaat, Wael; AlRozzi, Balsam; Kawas, Sausan Al

    2016-05-01

    The aim of this study was to assess the undergraduate dental education in sleep medicine in Middle East universities as well as the students' knowledge in this field. A cross-sectional observational study was carried out during the period from September 2013 to April 2014.Two different questionnaires were used. A self-administered questionnaire and a cover letter were emailed and distributed to 51 randomly selected Middle East dental schools to gather information about their undergraduate sleep medicine education offered in the academic year 2012-2013.The second questionnaire was distributed to the fifth-year dental students in the 2nd Sharjah International Dental Student Conference in April 2014, to assess their knowledge on sleep medicine. A survey to assess knowledge of sleep medicine in medical education (Modified ASKME Survey) was used. Thirty-nine out of 51 (76%) responded to the first questionnaire. Out of the responding schools, only nine schools (23%) reported the inclusion of sleep medicine in their undergraduate curriculum. The total average hours dedicated to teaching sleep medicine in the responding dental schools was 1.2 hours. In the second questionnaire, 29.2% of the respondents were in the high score group, whereas 70.8% scored low in knowledge of sleep-related breathing disorders. Dental students in Middle East universities receive a weak level of sleep medicine education resulting in poor knowledge in this field.

  19. [Use of medicines and lifestyles among Italian adolescents].

    PubMed

    Piccinini, Magda; Vieno, Alessio; Santinello, Massimo

    2011-01-01

    To determine the prevalence, among adolescents, of medicine use for headache, stomachache, difficulties in getting to sleep and nervousness, and to analyse its association with common lifestyles. Data were taken from the Health Behaviour in School-aged Children (HBSC), a transnational study coordinated by the WHO. The data are collected through a self-administered questionnaire for investigating health and health behaviours. 80 middle schools and 84 high schools were randomly selected from all Italian public and private schools. The questionnaire was filled out by a representative sample of 2667 (50.1% males) 13- and 15- year-old Italian students. Medicine use for headache, stomachache, difficulties in getting to sleep and nervousness, socio-economic status, physical fitness, breakfast, smoking and drunkenness. Females are more likely than boys to use medicines for headache (41.2% vs 30%) and stomachache (29%vs 16.2%), but there are no gender differences regarding medicines for difficulties in getting to sleep and nervousness, which are used less frequently. The prevalence of the use of medicines does not increase with age. The related behaviours are: for headache, breakfast, smoking and drunkenness; for stomachache, physical fitness, breakfast and smoking; for difficulties in getting to sleep and nervousness, drunkenness. The extensive use of medicines in adolescence and its association with some lifestyles suggest the importance to develop education programmes for adolescents.

  20. [The Paduan School of Medicine: medicine and philosophy in the modern era].

    PubMed

    Rebollo, Regina Andrés

    2010-06-01

    This is a partial contribution to an understanding of the history of the reception and transmission of classical Hippocratic and Galenic texts in Italy's modern period. By examining rotuli and puncti of the School of Medicine of Padua University, which record the subjects and content taught in the period between 1500 and 1600, one can study the official curriculum of this famous school. Perusal of these documents shows the commitment of official medical training to tradition, especially with respect to Hippocrates, Galen, Avicenna and Aristotle.

  1. Complementary and alternative medicine in the undergraduate medical curriculum: a survey of Korean medical schools.

    PubMed

    Kim, Do Yeun; Park, Wan Beom; Kang, Hee Cheol; Kim, Mi Jung; Park, Kyu-Hyun; Min, Byung-Il; Suh, Duk-Joon; Lee, Hye Won; Jung, Seung Pil; Chun, Mison; Lee, Soon Nam

    2012-09-01

    The current status of complementary and alternative medicine (CAM) education in Korean medical schools is still largely unknown, despite a growing need for a CAM component in medical education. The prevalence, scope, and diversity of CAM courses in Korean medical school education were evaluated. Participants included academic or curriculum deans and faculty at each of the 41 Korean medical schools. A mail survey was conducted from 2007 to 2010. Replies were received from all 41 schools. CAM was officially taught at 35 schools (85.4%), and 32 schools (91.4%) provided academic credit for CAM courses. The most common courses were introduction to CAM or integrative medicine (88.6%), traditional Korean medicine (57.1%), homeopathy and naturopathy (31.4%), and acupuncture (28.6%). Educational formats included lectures by professors and lectures and/or demonstrations by practitioners. The value order of core competencies was attitude (40/41), knowledge (32/41), and skill (6/41). Reasons for not initiating a CAM curriculum were a non-evidence-based approach in assessing the efficacy of CAM, insufficiently reliable reference resources, and insufficient time to educate students in CAM. This survey reveals heterogeneity in the content, format, and requirements among CAM courses at Korean medical schools. Korean medical school students should be instructed in CAM with a more consistent educational approach to help patients who participate in or demand CAM.

  2. 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' achievements and satisfaction of a 1-month educational course on the fundamentals of disaster medicine. This experience might represent a valid and innovative solution for a disaster medicine curriculum for medical students that is easily delivered by medical schools. [table: see text].

  3. [Nahabed Roussignan, the first professor of deontology at the Royal School of Medicine].

    PubMed

    Yildirim, N

    1995-01-01

    This study based on researches utilizing the American and Ottoman sources, deals with the claim upon the lectures given by Roussignan (Rusinyan Efendi), especially at the Royal School of Medicine and describes his medical career as follows. Nahabed Roussignan who graduated from Paris School of Medicine in 1849, returned to Istanbul in 1851 and was appointed as the private physician to Fuad Pasha, upon the request of Dr. Serviçen. In the meantime he worked at the Bab-i Seraskeri Hastanesi (the Hospital of the Military Ministry) until 1860 and also started to work at the Military High School as a doctor of medicine. As to the Royal School of Medicine, he taught pathological anatomy between 1864-1872. There are not any records to prove his being a faculty member during this year. He was probably in financial shortage because of unemployment during that year, as stated by Artin Mezbour. The following year he was employed at in the School of Medicine again, through his friends' support. this time he taught logic and French composition between 1874-1876 and instructed deontology for a little while in 1876. He collected his lectures on logic as a Textbook of Philosophy. He passed away in the same week, so this book was published posthumously (Istanbul 1879). Since he died on November 29th 1876, at the end of the year, his name was included in the State Yearbook of 1877, but was misspelled as "Rüsteban". To sum up, deontology as an independant discipline at the Royal School of Medicine began to be lectured for the first time by N. Roussignan in 1876, and succeeding his death these lectures were taken over by Dr. Hovsep Nouridjan (Nurican Efendi). Istepan Arslanian, who was claimed to be the lecturer of these courses after Roussignan, was in Rumelie during 1875-1876 and employed in Austria in 1877; therefore he could never have taught deontology during this period.

  4. Re-Visit to the School Nurse and Adolescents' Medicine Use

    ERIC Educational Resources Information Center

    Borup, Ina K.; Andersen, Anette; Holstein, Bjorn E.

    2011-01-01

    Objective: To examine if students who re-visit the school nurse use medicines differently than other students when exposed to aches and psychological problems. Methods: The study includes all 11-, 13- and 15-year-old students from a random sample of schools in Denmark, response rate 87 per cent, n = 5,205. The data collection followed the…

  5. Is Science Me? High School Students' Identities, Participation and Aspirations in Science, Engineering, and Medicine

    ERIC Educational Resources Information Center

    Aschbacher, Pamela R.; Li, Erika; Roth, Ellen J.

    2010-01-01

    This study follows an ethnically and economically diverse sample of 33 high school students to explore why some who were once very interested in science, engineering, or medicine (SEM) majors or careers decided to leave the pipeline in high school while others persisted. Through longitudinal interviews and surveys, students shared narratives about…

  6. Black Contributions to the Early History of Western Medicine: Lack of Recognition as a Cause of Black Under-Representation in US Medical Schools

    PubMed Central

    Newsome, Frederick

    1979-01-01

    During several millenia, blacks in ancient Egypt made numerous contributions to medicine and were acknowledged as the inventors of the art of medicine. They produced the earliest physicians, medical knowledge, and medical literature. They contributed to the development of medicine in ancient Greece. Ancient writers, including Herodotus, Isocrates, and Diodorus, affirm this. Modern presentations of ancient medicine, however, deprive blacks of the knowledge of their early contributions to medicine by ignoring or subtly misrepresenting the black identity of the ancient Egyptians. Blacks are currently under-represented in US medical schools. It is proposed that the recognition of the contributions of blacks to the early history of Western medicine would inspire black students to study medicine. PMID:423296

  7. The new and improved learning community at Johns Hopkins University School of Medicine resembles that at Hogwarts School of Witchcraft and Wizardry.

    PubMed

    Stewart, Rosalyn W; Barker, Allison R; Shochet, Robert B; Wright, Scott M

    2007-05-01

    In July 2005, a learning community was created at Johns Hopkins University School of Medicine (JHUSOM) to foster camaraderie, networking, advising, mentoring, professionalism, clinical skills, and scholarship--The Colleges. The cultural and structural changes that emerged with the creation of this program have resulted in JHUSOM bearing a resemblance to J. K. Rowling's fictional Hogwarts School of Witchcraft and Wizardry. This manuscript will describe the similarities between these two revered schools, and highlight the innovations and improvements made to JHUSOM's learning environment. The intense, stressful, and lengthy professional training required to achieve competency in the practice of medicine and in the practice of witchcraft (albeit fictional) have meaningful parallels. The supportive learning environment at these two schools should afford the next generation of graduates to have an even more enriching experience than those who have come before them.

  8. [Brief history of education of Mongolian medicine 1947-1977].

    PubMed

    Yan, H X; Zhen, Y

    2017-03-28

    From 1947 to 1977, the education of Mongolian medicine was developed to a certain degree, in different levels and different forms with attribute of modern education. Through opening training school and class, the traditional Mongolian practitioners and its education are standardized and its levels elevated. In addition, by means of medical colleges and health schools, Mongolian medical talents of different types at different levels were cultivated. All of them were at the forefront of the development of Mongolian medicine later. In 1958, the first undergraduate education, a Department of Sino-Mongolian Medicine was set up in Inner Mongolia Medical College, marking the development of beginning of the higher education of Mongolian medicine. Therefore, Mongolian medicine was the forerunner of higher education of Chinese minority medicine.

  9. Training the veterinary public health workforce: a review of educational opportunities in US veterinary schools.

    PubMed

    Riddle, Christa; Mainzer, Hugh; Julian, Megan

    2004-01-01

    This article presents the results of an Internet-based review conducted in January and February 2003 to assess the educational opportunities available in veterinary public health, epidemiology, and preventive medicine at the 27 veterinary schools in the United States. Most professional veterinary curricula are designed to train students for careers as highly qualified private practitioners, although there is an increased need for veterinary perspectives and contributions in the public health sector. The future of veterinary public health relies on the opportunities available in education to teach and encourage students to pursue a career of public service. The results of this review indicate the availability of a wide variety of required courses, electives, and post-graduate training programs to veterinary students in the United States. Veterinary students are exposed to a median of 60 hours of public health, epidemiology, and preventive medicine in required stand-alone courses in these areas. Four veterinary schools also have required rotations for senior students in public health, preventive medicine, or population medicine. Contact time for required public health, epidemiology, and preventive medicine courses ranges from 30 to 150 contact hours. Advanced training was available in these subjects at 79% of the 27 schools. Greater collaboration between veterinary schools, schools of public health, and the professional public health community will increase exposure to and opportunities in public health to all future veterinarians.

  10. Knowledge, attitude and practice towards medicines among school teachers in Lalitpur district, Nepal before and after an educational intervention

    PubMed Central

    2013-01-01

    Background Few studies regarding Knowledge, Attitude and Practice (KAP) towards medicines among school teachers have been carried out in Nepal. Obtaining baseline KAP is important to note deficiencies and plan appropriate interventions. School teachers have to know about medicines as they can be an important source of information about rational and safe use of medicines. The department of Clinical Pharmacology, KIST Medical College, Lalitpur, conducted a study regarding KAP of school teachers about medicines before and after an educational intervention from April 2011 to December 2011. Methods The study was done in selected schools of Lalitpur district. Teachers were selected on a voluntary basis after obtaining written informed consent. Gender, ethnic or caste group, native place, age, educational qualifications, subject taught were noted. An educational intervention using a combination of methods like presentations, brainstorming sessions, interactive discussions using posters and distribution of information leaflets about the use of medicines was conducted. The KAP and overall scores among subgroups according to gender, age, level of education, subject, ethnicity, type of school (primary vs. secondary and government vs. private school) were studied. KAP and overall scores before and after the intervention was compared using Wilcoxon signed ranks test as the scores were not normally distributed. Results A total of 393 teachers participated before and after the intervention. The median (interquartile range) knowledge, attitude and practice scores before the intervention were 63 (10), 23 (5) and 270 (48) respectively while the overall score was 356. The median knowledge, attitude and practice scores after the intervention were 71 (10), 28 (5) and 270 (48) respectively while the overall score increased to 369. Maximum possible score of knowledge, attitude and practice were 100, 40 and 320 respectively. Scores improved significantly for knowledge (p<0.001), attitude (p<0.001) and total scores (p<0.001) but not for practice (p=0.528). Conclusion The intervention was effective in improving knowledge and attitude of the teachers. More studies among school teachers about their knowledge, attitude and practice about medicines are required in Nepal. PMID:23849402

  11. Participation in medicine by graduates of medical schools in the United Kingdom up to 25 years post graduation: national cohort surveys.

    PubMed

    Goldacre, Michael J; Lambert, Trevor W

    2013-05-01

    To determine--as a guide to assess outcomes of medical education, and for medical workforce planning--whether the great majority of graduates from UK medical schools eventually practice medicine. The authors estimated the level of participation in medicine, in selected years after graduation, of nine cohorts (graduating between 1974 and 2002, inclusive) of graduates from medical schools in the United Kingdom. Their estimation is based on survey-garnered data combined with national employment data, and it uses the statistical method of capture-recapture analysis. This method provides both a lower likely limit and an upper likely limit of the percentage of doctors practicing in medicine. The lower and upper limits depend, essentially, on a range of assumptions about nonresponders. The authors estimate that at least 90% of graduates from UK medical schools work in medicine for many years after graduation. Women are only slightly less likely than men to follow a medical career. To illustrate, of the doctors who lived in the United Kingdom before medical school, at 10 years after graduation, between 95.6% and 98.8% of men were in medicine, as were between 91.9% and 93.3% of women. UK medical graduates from homes outside the United Kingdom were less likely to work in the National Health Service and more likely to pursue a career outside the United Kingdom, but were not appreciably less likely than graduates from UK homes to work in medicine. UK-trained doctors rarely give up a medical career within 25 years of graduation.

  12. European School of Internal Medicine: a window of opportunity for RCP activities in Europe.

    PubMed

    Davidson, Chris; Higgens, Clare

    2009-04-01

    The Royal College of Physicians (RCP) is to host the European School of Internal Medicine for two years from 2009-10. This affords a unique opportunity for specialist registrars to exchange ideas about professional development and training and to make contacts with young internists from across Europe. Such links should prove useful for future RCP initiatives in European medicine.

  13. [Development of modern medical doctors in Japan from late Edo to early Meiji].

    PubMed

    Kim, OckJoo; Takuya, Miyagawa

    2011-12-31

    Western medicine began to be introduced to Japan since late 16th century. Japanese encounter with Western medicine centered on Dejima in Nagasaki in the seventeenth and eighteenth century and the initial process of introduction was gradual and slow. In the mid-nineteenth century, facing threats from Western countries, Tokugawa bakufu asked Dutch naval surgeon, J. L. C. Pompe van Meerdervoort to teach western medicine at the Kaigun Denshujo naval academy in Nagasaki. The government also supported the western medical school in Edo. This paper deals with how modern western medical doctors were developed in Japan from late Edo to early Meiji. The publication of the New Text on Anatomy in 1774 translated by Sugita Genpaku and his colleagues stimulated Japanese doctors and scholars to study western medicine, called Rangaku. During the Edo period, western medicine spread into major cities and countryside in Japan through Rangaku doctors. In 1838, for example, Dr. Ogata Koan established the Rangaku school named Tekijuku and educated many people with western medicine. When smallpox vaccination was introduced in Japan in 1849, Rangaku doctors played an important role in practiving the vaccination in cities and in countryside. After the Edo bakufu and the feudal lords of han(han) actively pursued to introduce western medicine to their hans by sending their Samurai to Edo or Nagasaki or abroad and by establishing medical schools and hospitals until their abolition in 1871. In late Edo and early Meiii military doctors were the main focus of training to meet the urgent need of military doctors in the battle fields of civil wars. The new Meiji government initiated a series of top-down reformations concerning army recruitment, national school system, public health and medical system. In 1874, the government introduced a law on medicine to adopt western medicine only and to launch a national licence system for medical doctors. Issuing supplementary regulations in the following years, the Meiji government settled down a dual-track medical licensing system: one for the graduates from medical schools with certain quality and the other for the graduate from less qualified schools who should take the licensing examination.

  14. The Women in Medicine and Health Science program: an innovative initiative to support female faculty at the University of California Davis School of Medicine.

    PubMed

    Bauman, Melissa D; Howell, Lydia P; Villablanca, Amparo C

    2014-11-01

    Although more female physicians and scientists are choosing careers in academic medicine, women continue to be underrepresented as medical school faculty, particularly at the level of full professor and in leadership positions. Effective interventions to support women in academic medicine exist, but the nature and content of such programs varies widely. Women in medicine programs can play a critical role in supporting women's careers and can improve recruitment and retention of women by providing opportunities for networking, sponsorship, mentorship, and career development. The University of California Davis School of Medicine established the Women in Medicine and Health Science (WIMHS) program in 2000 to ensure the full participation and success of women in all roles within academic medicine. The authors describe the components and evolution of the WIMHS program. A steady increase in the number and percentage of female faculty and department chairs, as well as a relatively low departure rate for female faculty, strong and growing internal partnerships, and enthusiastic support from faculty and the school of medicine leadership, suggest that the WIMHS program has had a positive influence on recruitment and retention, career satisfaction, and institutional climate to provide a more inclusive and supportive culture for women. Going forward, the WIMHS program will continue to advocate for broader institutional change to support female faculty, like creating an on-site child care program. Other institutions seeking to address the challenges facing female faculty may consider using the WIMHS program as a model to guide their efforts.

  15. The Women in Medicine and Health Science Program: An Innovative Initiative to Support Female Faculty at the University of California Davis School of Medicine

    PubMed Central

    Bauman, Melissa D.; Howell, Lydia P.; Villablanca, Amparo C.

    2014-01-01

    Problem Although more female physicians and scientists are choosing careers in academic medicine, women continue to be underrepresented as medical school faculty, particularly at the level of full professor and in leadership positions. Effective interventions to support women in academic medicine exist, but the nature and content of such programs varies widely. Approach Women in medicine programs can play a critical role in supporting women’s careers and can improve recruitment and retention of women by providing opportunities for networking, sponsorship, mentorship, and career development. The University of California Davis School of Medicine established the Women in Medicine and Health Science (WIMHS) program in 2000 to ensure the full participation and success of women in all roles within academic medicine. The authors describe the components and evolution of the WIMHS program. Outcomes A steady increase in the number and percentage of female faculty and department chairs, as well as a relatively low departure rate for female faculty, strong and growing internal partnerships, and enthusiastic support from faculty and the school of medicine leadership, suggest that the WIMHS program has had a positive influence on recruitment and retention, career satisfaction, and institutional climate to provide a more inclusive and supportive culture for women. Next steps Going forward, the WIMHS program will continue to advocate for broader institutional change to support female faculty, like creating an onsite childcare program. Other institutions seeking to address the challenges facing female faculty may consider using the WIMHS program as a model to guide their efforts. PMID:25006704

  16. The influence of academic discourses on medical students' identification with the discipline of family medicine.

    PubMed

    Rodríguez, Charo; López-Roig, Sofía; Pawlikowska, Teresa; Schweyer, François-Xavier; Bélanger, Emmanuelle; Pastor-Mira, Maria Angeles; Hugé, Sandrine; Spencer, Sarah; Lévasseur, Gwenola; Whitehead, Ian; Tellier, Pierre-Paul

    2015-05-01

    To understand the influence of academic discourses about family medicine on medical students' professional identity construction during undergraduate training. The authors used a multiple case study research design involving international medical schools, one each from Canada, France, Spain, and the United Kingdom (UK). The authors completed the fieldwork between 2007 and 2009 by conducting 18 focus groups (with 132 students) and 67 semistructured interviews with educators and by gathering pertinent institutional documents. They carried out discursive thematic analyses of the verbatim transcripts and then performed within- and cross-case analyses. The most striking finding was the diverging responses between those at the UK school and those at the other schools. In the UK case, family medicine was recognized as a prestigious academic discipline; students and faculty praised the knowledge and skills of family physicians, and students more often indicated their intent to pursue family medicine. In the other cases, family medicine was not well regarded by students or faculty. This was expressed overtly or through a paradoxical academic discourse that stressed the importance of family medicine to the health care system while decrying its lack of innovative technology and the large workload-to-income ratio. Students at these schools were less likely to consider family medicine. These results stress the influence of academic discourses on medical students' ability to identify with the practice of family medicine. Educators must consider processes of professional identity formation during undergraduate medical training as they develop and reform medical education.

  17. The Scholarly Project Initiative: introducing scholarship in medicine through a longitudinal, mentored curricular program.

    PubMed

    Schor, Nina Felice; Troen, Philip; Kanter, Steven L; Levine, Arthur S

    2005-09-01

    Many U.S. medical schools offer students the opportunity to undertake laboratory or clinical research or another form of scholarly project over the summer months, yet few require this as a prerequisite for graduation, and even fewer provide comprehensive didactic material in preparation for the performance of such a project as an integrated component of their curricula. The authors describe the Scholarly Project Initiative of the University of Pittsburgh School of Medicine, a novel, longitudinal, and required program. The program will aim to provide all students with structured preparatory coursework, foster critical analytical and communication skills, and introduce the breadth and depth of the research and scholarly enterprise engendered by modern academic medicine in the contexts of both the classroom and an individual, mentored experience. The initiative has two goals: encouraging an interest in academic medicine in an era marked by the continuing decline in the number of physician-investigators, and fostering the development of physicians who have confidence in their abilities to practice medicine with creativity, original and analytical thought, and relentless attention to the scientific method. Planning for the Scholarly Project Initiative began officially at the University of Pittsburgh School of Medicine's Curriculum Colloquium in May 2003. The initiative was implemented with the first-year class of July 2004 as part of the new "Scientific Reasoning and Medicine" block of the School of Medicine's curriculum. The block as a whole includes traditional lectures, small-group laboratory and problem-based sessions, and mentored independent study components.

  18. [About History of Scientific Clinical Schools in Russia: Certain Disputable Issues of Methodology of Studying Problem].

    PubMed

    Borodulin, V I; Gliantsev, S P

    2017-07-01

    The article considers particular key methodological aspects of problem of scientific clinical school in national medicine. These aspects have to do with notion of school, its profile, issues of pedagogues, teachings and followers, subsidiary schools and issue of ethical component of scientific school. The article is a polemic one hence one will find no definite answers to specified questions. The reader is proposed to ponder over answers independently adducing examples of pro and contra. The conclusion is made about necessity of studying scientific schools in other areas of medicine and further elaboration of problem.

  19. Introducing High School Students to Careers in Osteopathic Medicine.

    PubMed

    Wilson, Nedra F

    2017-05-01

    An aging population and expansion of health care coverage under the Patient Protection and Affordable Care Act have led to a predicted deficit of primary care physicians by 2025. In response, medical schools must develop new strategies to identify students early in their educational pathways to encourage exploration of careers in science, technology, engineering, and mathematics (STEM) fields, especially medicine. Oklahoma State University Center for Health Sciences developed 2 internship programs, Oklahoma Science Training and Research Students (OKStars) and Native OKStars, to introduce high school students to osteopathic medicine. Native OKStars was designed to encourage Native American students, who are underrepresented in STEM fields, to pursue osteopathic medicine. These programs provided students with a 6-week immersion in biomedical research, along with weekly discussion groups with mentors. Participant questionnaire responses suggested that these programs were effective in introducing them to careers in osteopathic medicine as well as other STEM fields.

  20. [Survey on junior high school student's attitudes toward rational drug use and the educational effect by school pharmacists].

    PubMed

    Yamada, Junichi; Takayanagi, Risa; Yokoyama, Haruko; Suzuki, Yasuhiro; Sinohara, Satomi; Yamada, Yasuhiko

    2012-01-01

    The educational intervention could improve knowledge about rational drug use in the junior high school. Improving knowledge about rational drug use at an early age may be a good way to increase the population's awareness of health, medicines and self-medication. To educate the rational drug use, it is desirable that the school pharmacists participate in this educational program in the junior high school. So we conducted an educational lecture by school pharmacists to promote rational drug use and self-medication in junior high school students. The study compared participant responses before and after a lecture. After the first questionnaire, we lectured the mentioned above to them. Afterward, second questionnaire was conducted. In the second questionnaire, more than 95% of the students understood the contents of the lecture to some extent. After a lecture, students who answered that 'I don't have confidence that I can buy medicines rightly by myself' decreased from 42.7% to 11.7%. And students who answered that 'I don't have confidence that I can use medicines rightly by myself' decreased from 25.2% to 12.6%. It was possible to achieve a favorable modification of attitudes to rational use of medicines in junior high school students. Continuous interventions might allow better effects and could help to fill the gap in health education of the general population.

  1. Baltimore City Faith-Based Prostate Cancer Prevention and Control Coalition

    DTIC Science & Technology

    2007-02-01

    University of Maryland Baltimore School of Medicine Baltimore MD 21201- 1082 REPORT DATE: February 2007 TYPE OF REPORT...Maryland Baltimore School of Medicine Baltimore MD 21201- 1082 9. SPONSORING / MONITORING AGENCY NAME(S) AND ADDRESS(ES) 10. SPONSOR

  2. 42 CFR 62.2 - Definitions.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... means those programs of graduate training in medicine, osteopathy, dentistry or other health professions..., osteopathy, dentistry or an equivalent credential for a particular health profession who is enrolled for a... the Secretary. School means a school of medicine, osteopathy, dentistry, or other health profession...

  3. EXAMINATION - ASTRONAUT CARPENTER - SCHOOL OF AVIATION MEDICINE - PENSACOLA, FL

    NASA Image and Video Library

    1961-12-07

    S61-04570 (1961) --- Astronaut M. Scott Carpenter's balance mechanism performance is tested by his walking on a narrow board in his bare feet. He is performing this test at the School of Aviation Medicine, Pensacola, Florida. Photo credit: NASA

  4. Genetics in medical school curriculum: A look at the University of Rochester School of Medicine and Dentistry

    PubMed Central

    Robinson, Deanne M.; Fong, Chin-To

    2008-01-01

    Genetics is assuming an increasingly important role in medicine. As a result, the teaching of genetics should also be increased proportionally to ensure that future physicians will be able to take advantage of the new genetic technology, and to understand the associated ethical, legal and social issues. At the University of Rochester School of Medicine and Dentistry, we have been able to incorporate genetic education into a four-year medical curriculum in a fully integrated fashion. This model may serve as a template for other medical curriculum still in development. PMID:18196607

  5. Positions Toward Science Studies in Medicine Among University Graduates of Medicine and the Teenaged Participants of the "Medical Systems" Study Program

    NASA Astrophysics Data System (ADS)

    Ben-Zvi-Assaraf, Orit; Even-Israel, Chava

    2011-08-01

    The "Medical Systems" program was designed to introduce high school students to the world of advanced medicine. Its premise was to use an applied scientific discipline like medicine to encourage high-school students' interest in basic science. This study compares the teen-aged graduates of "Medical Systems" with fourth and fifth-year medical students. It aims to identify the attitudes of these two groups towards medical science and basic sciences in medicine. The population included 94 graduates of "Medical Systems" from schools throughout Israel, who had also completed an advanced-level course in a basic science (biology, chemistry or physics), and 96 medical students from different Israeli universities. The students' attitudes were measured using West et al.'s questionnaire (Med Educ 16(4):188-191, 1982), which assesses both the attitude of the participants towards basic science knowledge, and their attitude towards their learning experience in medical school. Nine participants from each group were also interviewed using a semi-structured interview protocol. The results showed essential differences in the attitudes of the two groups. The high school students consider scientific knowledge far more essential for a physician than do the medical students, who also showed a far lower estimation of the effectiveness of their science studies.

  6. Why People Apply to Medical School in Iraq?

    PubMed

    Al-Hemiary, Nesif; Al-Nuaimi, Ahmed Sameer; Al-Saffar, Hilal; Randall, Ian

    2017-01-01

    The motivations behind why people choose to study medicine in Iraqi medical schools are unknown. Such information could help school pupils to make more informed career decisions and assist medical schools in enhancing the student selection process. To investigate why people choose to study medicine in Iraq. The first-year students admitted on the academic year 2015-2016 to Baghdad College of Medicine, University of Baghdad, were invited to complete a structured questionnaire, which was administered through the college electronic education portal. The data were analyzed using IBM SPSS version 21 software. A total of 152 (50% response rate) students responded. Women constituted 69.1% of respondents. Most students (61.8%) had made their choice by themselves without family pressure. The most frequent reasons that affected this choice were "humanitarian reasons and a wish to provide help to others" as well as "childhood dream," "positive community appraisal of doctors," and "ready availability of work for physicians." About three-quarters (73.6%) of the students made some inquiry about medical school before making their choice, and the people asked were most frequently a medical student or a doctor. Information provided by the consulted parties was regarded as satisfactory by 64.2% of the surveyed students, had a positive value in 47.2%, and affected their decision in 34.9%. The highest proportion (42.2%) of the study sample was thinking about studying medicine since primary school. In addition, students with personal preference made their choice at a significantly younger age. Reasons to apply for medical schools in Iraq are similar to those in many countries. Most of the students who inquired about studying medicine had not contacted the medical school itself.

  7. Current status of teaching on spirituality in UK medical schools.

    PubMed

    Neely, David; Minford, Eunice J

    2008-02-01

    To investigate the current status of teaching on spirituality in medicine in UK medical schools and to establish if and how medical schools are preparing future doctors to identify patients' spiritual needs. We carried out a national questionnaire survey using a 2-part questionnaire. Section A contained questions relating to the quantity of teaching on spirituality and the topics covered. Section B contained questions relating to teaching on alternative health practices. Medical educators from each of the 32 medical schools in the UK were invited to participate. A response rate of 53% (n = 17) was achieved. A total of 59% (n = 10) of respondents stated that there is teaching on spirituality in medicine in their curricula. On extrapolation, at least 31% and a maximum of 78% of UK medical schools currently provide some form of teaching on spirituality. Of the respondents that teach spirituality, 50% (n = 5) stated that their schools include compulsory teaching on spirituality in medicine, 80% (n = 8) include optional components, and 88% stated that teaching on complementary and alternative medicine is included in the curriculum. Although 59% (n = 10) of respondent medical schools (the actual UK figure lies between 31% and 78%) currently provide some form of teaching on spirituality, there is significant room for improvement. There is little uniformity between medical schools with regard to content, form, amount or type of staff member delivering the teaching. It would be beneficial to introduce a standardised curriculum on spirituality across all UK medical schools.

  8. Delaying Middle School and High School Start Times Promotes Student Health and Performance: An American Academy of Sleep Medicine Position Statement

    PubMed Central

    Watson, Nathaniel F.; Martin, Jennifer L.; Wise, Merrill S.; Carden, Kelly A.; Kirsch, Douglas B.; Kristo, David A.; Malhotra, Raman K.; Olson, Eric J.; Ramar, Kannan; Rosen, Ilene M.; Rowley, James A.; Weaver, Terri E.; Chervin, Ronald D.

    2017-01-01

    During adolescence, internal circadian rhythms and biological sleep drive change to result in later sleep and wake times. As a result of these changes, early middle school and high school start times curtail sleep, hamper a student's preparedness to learn, negatively impact physical and mental health, and impair driving safety. Furthermore, a growing body of evidence shows that delaying school start times positively impacts student achievement, health, and safety. Public awareness of the hazards of early school start times and the benefits of later start times are largely unappreciated. As a result, the American Academy of Sleep Medicine is calling on communities, school boards, and educational institutions to implement start times of 8:30 AM or later for middle schools and high schools to ensure that every student arrives at school healthy, awake, alert, and ready to learn. Citation: Watson NF, Martin JL, Wise MS, Carden KA, Kirsch DB, Kristo DA, Malhotra RK, Olson EJ, Ramar K, Rosen IM, Rowley JA, Weaver TE, Chervin RD. Delaying middle school and high school start times promotes student health and performance: an American Academy of Sleep Medicine position statement. J Clin Sleep Med. 2017;13(4):623–625. PMID:28416043

  9. Admission Scores as a Predictor of Academic Success in the Fiji School of Medicine

    ERIC Educational Resources Information Center

    Ezeala, Christian C.; Swami, Niraj S.; Lal, Nilesh; Hussain, Shagufta

    2012-01-01

    Secondary education in Fiji ends with the Form 7 examination. Predictive validity for academic success of Form 7 scores which form the basis for admission into the Bachelor of Medicine Bachelor of Surgery programme of the Fiji School of Medicine was examined via a cohort of 129 students. Success rates for year 1 in 2008, 2009, and 2010 were 90.7…

  10. Giving curriculum planners an edge

    PubMed Central

    Oandasan, Ivy F.; Archibald, Douglas; Authier, Louise; Lawrence, Kathrine; McEwen, Laura April; Palacios, Maria; Parkkari, Marie; Plant, Heidi; Slade, Steve; Ross, Shelley

    2015-01-01

    Abstract Objective To pilot a survey of family medicine residents entering residency, describing their exposure to family medicine and their perspectives related to their future intentions to practise family medicine, in order to inform curriculum planners; and to test the methodology, feasibility, and utility of delivering a longitudinal survey to multiple residency programs. Design Pilot study using surveys. Setting Five Canadian residency programs. Participants A total of 454 first-year family medicine residents were surveyed. Main outcome measures Residents’ previous exposure to family medicine, perspectives on family medicine, and future practice intentions. Results Overall, 70% of first-year residents surveyed responded (n = 317). Although only 5 residency programs participated, respondents included graduates from each of the medical schools in Canada, as well as international medical graduates. Among respondents, 92% felt positive or strongly positive about their choice to be family physicians. Most (73%) indicated they had strong or very strong exposure to family medicine in medical school, yet more than 40% had no or minimal exposure to key clinical domains of family medicine like palliative care, home care, and care of underserved groups. Similar responses were found about residents’ lack of intention to practise in these domains. Conclusion Exposure to clinical domains in family medicine could influence future practice intentions. Surveys at entrance to residency can help medical school and family medicine residency planners consider important learning experiences to include in training. PMID:26052601

  11. Sensitivity analysis

    MedlinePlus

    ... Katsikas A, Beavis KG. In vitro testing of antimicrobial agents. In: McPherson RA, Pincus MR, eds. ... Department of Family Medicine, UW Medicine, School of Medicine, University of Washington, ...

  12. Transformation and trends in preventive and social medicine education at the undergraduate level in a Brazilian medical school.

    PubMed

    Forster, A C; Passos, A D; Dal-Fabbro, A L; Laprega, M R

    2001-01-01

    In the present study we discuss some transformations in undergraduate training in Preventive and Social Medicine in the Department of Social Medicine of the Faculty of Medicine of Ribeiro Preto, University of So Paulo, from 1993 to 1999. Aspects of the relationship between medical training and the reorganization of local services of the Brazilian national health system, and between graduate teaching in Preventive and Social Medicine and medical education as a whole are discussed. The crisis in Preventive and Social Medicine and its influence of medical training are evaluated. Trends for the application of a body of knowledge of the specialty and for the relationship between the department and the medical school are discussed.

  13. Medical student preparedness for an era of personalized medicine: findings from one US medical school.

    PubMed

    Eden, Caroline; Johnson, Kipp W; Gottesman, Omri; Bottinger, Erwin P; Abul-Husn, Noura S

    2016-03-01

    The objective of this research was to assess medical student preparedness for the use of personalized medicine. A survey instrument measuring attitude toward personalized medicine, perceived knowledge of genomic testing concepts and perceived ability to apply genomics to clinical care was distributed to students in medical school (MS) years 1-4. Of 212 participants, 79% felt that it was important to learn about personalized medicine, but only 6% thought that their medical education had adequately prepared them to practice personalized medicine. Attitude did not vary across years; knowledge and ability increased after MS1, but not after MS2. While medical students support the use of personalized medicine, they do not feel prepared to apply genomics to clinical care.

  14. Opportunities for medical student engagement with family medicine.

    PubMed

    Heidelbaugh, Joel; Cooke, James; Wimsatt, Leslie

    2013-01-01

    Several factors have been linked to the decline in medical student choice of a career in primary care (eg, gender, race, family income, student debt), yet understanding remains limited regarding the availability of curricular and co-curricular experiences for medical students within family medicine that may play a role, particularly one-on-one opportunities such as faculty mentoring and advising. Our study sought to collect baseline data on family medicine learning experiences during predoctoral training. An online 21-question survey was sent to family medicine departments at US allopathic medical schools between January and March 2012 (84.6% response rate) to capture institutional representation and experiences within family medicine. Most institutions reported offering family medicine interest groups (98.1%), electives (97.1%), and clerkships (90.4%). Career advising as an elective course component was available at 53.8% of schools and as part of a required course at 46.2%. Comparison of public versus private institutions revealed differences in rural medicine experiences, admissions preferences, and residency director involvement in hands-on and small- group teaching. Additional differences were noted by total enrollment, number of family medicine faculty in senior leadership positions, and proportion of full-time clinical faculty teaching family medicine. Availability of family medicine curricular programming, formal advising/mentoring opportunities, and full-time faculty as teachers and senior administrators differed across various characteristics of medical schools. Results can be used to direct future research on medical student engagement with family medicine educational experiences relative to recruitment.

  15. 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…

  16. 76 FR 29769 - Healthy Tomorrows Partnership for Children Program

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-05-23

    ... Tomorrows Partnership for Children Program AGENCY: Health Resources and Services Administration, HHS. ACTION: Notice of a Noncompetitive Replacement Award to the University of Nevada School of Medicine, Department... University of Nevada School of Medicine, Department of Pediatrics, in order to continue Healthy Tomorrows...

  17. An environmental scan of academic pediatric emergency medicine at Canadian medical schools: Identifying variability across Canada.

    PubMed

    Artz, Jennifer D; Meckler, Garth; Argintaru, Niran; Lim, Roderick; Stiell, Ian G

    2018-01-28

    To complement our environmental scan of academic emergency medicine departments, we conducted a similar environmental scan of the academic pediatric emergency medicine programs offered by the Canadian medical schools. We developed an 88-question form, which was distributed to pediatric academic leaders at each medical school. The responses were validated via email to ensure that the questions were answered completely and consistently. Fourteen of the 17 Canadian medical schools have some type of pediatric emergency medicine academic program. None of the pediatric emergency medicine units have full departmental status, while nine are divisions, two are sections, and three have no status. Canadian academic pediatric emergency medicine is practised at 13 major teaching hospitals and one specialized pediatric emergency department. There are 394 pediatric emergency medicine faculty members, including 13 full professors and 64 associate professors. Eight sites regularly take pediatric undergraduate clinical clerks, and all 14 provide resident education. Fellowship training is offered at 10 sites, with five offering advanced pediatric emergency medicine fellowship training. Half of the sites have at least one physician with a Master's degree in education, totalling 18 faculty members across Canada. There are 31 clinical researchers with salary support at nine universities. Eleven sites have published peer-reviewed papers (n=423) in the past five years, ranging from two to 102 per site. Annual academic budgets range from $10,000 to $2,607,515. This comprehensive review of academic activities in pediatric emergency medicine across Canada identifies the variability across the country, including the recognition of sites above and below the national average, which may prompt change at individual sites. Sharing these academic practices may inspire sites to provide more support to teachers, educators, and researchers.

  18. Didactic and experiential training to teach communication skills: the University of Wisconsin-Madison School of Veterinary Medicine collaborative experience.

    PubMed

    Chun, Ruthanne; Schaefer, Susan; Lotta, Corissa C; Banning, Jane A; Skochelak, Susan E

    2009-01-01

    Teaching communication skills to veterinary students is recognized as important; however, incorporation of this into an already crowded curriculum is difficult. At the University of Wisconsin-Madison School of Veterinary Medicine we provide mandatory communication lectures to freshmen and sophomores, and offer elective experiential courses to juniors and seniors. Providing both didactic and experiential training allows students to learn and practice communication techniques in a "safe" setting. Our approach to experiential training is unique in that graduate students in counseling psychology (masters and doctoral level) act as "clients" for the juniors, and professional simulated pet owners are hired for digitally captured role-plays with the seniors. A unique inter-professional partnership has been formed between the Schools of Veterinary Medicine, Education (Department of Counseling Psychology), and (Human) Medicine and Public Health to provide this experiential training for our students. The purpose of this article is to describe the communication training program at the University of Wisconsin-Madison School of Veterinary Medicine and to encourage other programs to reach across campus and partner with other colleges with the goal of improving training for all of the individuals involved.

  19. Undergraduate teaching of occupational medicine in European schools of medicine.

    PubMed

    Gehanno, J F; Bulat, P; Martinez-Jarreta, B; Pauncu, E A; Popescu, F; Smits, P B A; van Dijk, F J H; Braeckman, L

    2014-05-01

    General practitioners play or should play a role in occupational medicine (OM), either in diagnosing occupational diseases or in counseling on return to work. Nevertheless, their training has been reported to be insufficient in most single country studies. The objectives of this study were to analyze the content and extent of undergraduate teaching of OM in European medical schools. An e-mail questionnaire survey of the teaching of OM to undergraduates was undertaken from December 2010 to April 2011 in all medical schools and medical faculties listed in 27 European countries (n = 305). Among the 305 universities identified, 135 answered to the questionnaire, giving a response rate of 44%. The mean number of hours given to formal instruction in occupational medicine to medical undergraduates was 25.5 h. Nevertheless, this number of hours varied widely between countries, but also within countries. Overall, 27% of medical schools gave their students 10 h of teaching or less, 52% 20 h or less and 69% 30 h or less. Whereas occupational diseases and principles of prevention were covered in most schools, disability and return to work were very poorly represented among the topics that were taught to students. Dedicated undergraduate teaching on occupational health or OM in European medical schools is present in most medical schools, usually at a low level, but is very variable between and within countries. Medical schools across Europe are very unequal to provide qualifying doctors education on the topics they will frequently come across in their working lives.

  20. International differences in sport medicine access and clinical management

    PubMed Central

    Heron, Neil; Malliaropoulos, Nikolaos G.

    2012-01-01

    Summary I undertook the 2012 ECOSEP travelling fellowship, sponsored by Bauerfeind, between May and August 2012, which involved visiting 5 European sport medicine centres and spending approximately one week in each centre. The 5 centres included: National Track and Field Centre, SEGAS, Thessaloniki, Greece; Professional School in Sport & Exercise Medicine, University of Barcelona, Spain; Sport Medicine Frankfurt Institute, Germany; Isokinetic Medical Group, FIFA Medical Centre of Excellence, Bologna, Italy, and Centre for Sports and Exercise Medicine, Barts and the London School of Medicine and Dentistry, Mile End Hospital, England. Throughout the fellowship, the clinical cases which were routinely encountered were documented. The following sections detail my experiences throughout the fellowship, the sports of the athletes and the injuries which were treated at each of the sport medicine centres during the fellowship visit and the different forms of management employed. PMID:23738305

  1. Preparing to Enter Medical School.

    ERIC Educational Resources Information Center

    Peterson, Shailer

    A guide for students who are seeking admission to medical school is presented. The comprehensive coverage includes basic facts about medicine as well as specific requirements about the following areas: facts about health careers, treating patients, and nonpatient-oriented fields of medicine; the demands of medical education; planning a premedical…

  2. EXAMINATION - ASTRONAUT CARPENTER - SCHOOL OF AVIATION MEDICINE - PENSACOLA, FL

    NASA Image and Video Library

    1961-12-07

    S61-04571 (1961) --- Astronaut M. Scott Carpenter's balance mechanism performance is tested as he walks a straight line by putting one foot directly in front of the other. He is performing this test at the School of Aviation Medicine, Pensicola, Florida. Photo credit: NASA

  3. The Rockford School of Medicine Undergraduate Quality Assurance Program

    ERIC Educational Resources Information Center

    Barr, Daniel; And Others

    1976-01-01

    An undergraduate program of ambulatory care quality assurance is described which has been operational at the Rockford School of Medicine for three years. Focus is on involving students in peer review and related audit activities. Results of preliminary evaluation are reported and generalizations offered. (JT)

  4. A review of the integration of traditional, complementary and alternative medicine into the curriculum of South African medical schools

    PubMed Central

    2014-01-01

    Background Traditional, complementary and alternative (TCAM) medicine is consumed by a large majority of the South African population. In the context of increasing overall demand for healthcare this paper investigates the extent to which South African medical schools have incorporated TCAM into their curriculum because of the increased legislative and policy interest in formally incorporating TCAM into the health care system since democracy in 1994. Methods Heads of School from seven South African medical schools were surveyed telephonically. Results One school was teaching both Traditional African Medicine (TM) and CAM, five were teaching either TM or CAM and another was not teaching any aspect of TCAM. Conclusions In conclusion, there is a paucity of curricula which incorporate TCAM. Medical schools have not responded to government policies or the contextual realities by incorporating TCAM into the curriculum for their students. South African medical schools need to review their curricula to increase their students’ knowledge of TCAM given the demands of the population and the legislative realities. PMID:24575843

  5. Farsightedness

    MedlinePlus

    ... examination Visual acuity This list is not all-inclusive. Treatment Farsightedness is easily corrected with glasses or ... Associate Professor, Department of Family Medicine, UW Medicine, School of Medicine, University of Washington, Seattle, WA. Also ...

  6. Mini-Med School: promoting awareness of medicine as a career for suburban and rural high-school students.

    PubMed

    Shaikh, Faisal M; Babar, Mahwash; Cross, K Simon

    2013-06-01

    There is a global shortage of medical manpower. One approach to resolve such deficiencies is to effectively promote health careers to high-school students. Summer programmes held by medical faculties provide ideal opportunities for pre-medical students to examine the possible career opportunities in medicine. The Royal College of Surgeons in Ireland has recently launched a 'Mini-Medical School' (MMS) programme for suburban and rural high-school students in the South Eastern Region of Ireland. This paper illustrates the MMS project and describes the participants' reaction and evaluation of the programme and the factors influencing their desire to practise medicine in future. A total of 90 students completed the online survey (response rate 75%). Eighty-two per cent of the students indicated definitive and strong desire to study medicine after secondary school. There was no difference in interest between male and female students (P-value 0.665). The main factors influencing this interest were personal. Forty-four per cent of participants attributed this to the opportunity to help others while 30% to the intellectual challenge, whereas family, friends and other factors accounted for the rest of influential factors to study medicine. The majority agreed (60%) that the programme was quite accessible and easy to have a place. Opinions about the content of the programme focussed mainly on the interactive sessions. Forty-seven per cent liked the live patient-doctor interaction session the most, and 43% found the live video session very informative. The MMS is a highly effective platform for both the medical specialties and the high-school students. © 2012 The Authors. ANZ Journal of Surgery © 2012 Royal Australasian College of Surgeons.

  7. Attitudes of Students of Differenet Schools of University of Zagreb on Tooth Bleaching.

    PubMed

    Diklić, Dinka; Sever, Eva Klarić; Galić, Nada; Spajić, Jelena; Prskalo, Katica

    2016-12-01

    To compare the awareness that students from four different faculties within the University of Zagreb have of oral health and tooth bleaching procedure. The study included 158 subjects (both male and female) - 38 students from the School of Dental Medicine and 40 students from each of the following faculties: the School of Medicine, the Faculty of Economics and the Faculty of Civil Engineering. The respondents were asked to fill out the survey with multiple choices by marking the answers they considered correct. Only 12% of the respondents followed the information on oral health. More than two thirds of all subjects brush their teeth twice a day, but there were no statistically significant differences between the subjects with respect to college or gender. More than half of the participants (55%) were satisfied, and 12% were completely satisfied with their dental appearance. About 80% of the respondents were aware of differences between teeth bleaching and teeth polishing procedures, with greater prevalence among Dental Medicine and Medicine students. 80% of all subjects would go to a dental office if they decided to whiten their teeth while less than a half (46%) of all the subjects believed that a tooth bleaching has some adverse side-effects. There is a difference in knowledge on oral hygiene and tooth bleaching between the students from the School of Dental Medicine, the School of Medicine, the Faculty of Economics and those from the Faculty of Civil Engineering. Dental students have the best knowledge on tooth bleaching and oral health, which was in accordance with their educational guidance and level of education.

  8. Johannes Ludwig Janson, professor of veterinary medicine in Tokyo in 1880-1902 - contribution to German-Japanese medical relations, part IV.

    PubMed

    Kast, Alexander

    2010-01-01

    Among the German pioneers of Western medicine in Japan (8, 12) during the Meiji period (1868-1912), veterinary officer Johannes Ludwig Janson (1849-1914) was one of the most important figures. He arrived in Tokyo in October 1880 and taught at the Veterinary School in Komaba. During his tenure, the school in Komaba was integrated into the School of Agriculture of the Imperial University of Tokyo. Numerous of his graduates occupied high public offices. Among his publications, those about domestic animals and veterinary medicine in Japan deserve special attention. He married a Japanese girl and continued teaching in Komaba until 1902. He found his last resting place in Kagoshima, the native place of his wife. To this day, the Japanese consider Janson the founder of modern veterinary medicine in their country.

  9. UCSD's Institute of Engineering in Medicine: fostering collaboration through research and education.

    PubMed

    Chien, Shu

    2012-07-01

    The University of California, San Diego (UCSD) was established in 1961 as a new research university that emphasizes innovation, excellence, and interdisciplinary research and education. It has a School of Medicine (SOM) and the Jacobs School of Engineering (JSOE) in close proximity, and both schools have national rankings among the top 15. In 1991, with the support of the Whitaker Foundation, the Whitaker Institute of Biomedical Engineering was formed to foster collaborations in research and education. In 2008, the university extended the collaboration further by establishing the Institute of Engineering in Medicine (IEM), with the mission of accelerating the discoveries of novel science and technology to enhance health care through teamwork between engineering and medicine, and facilitating the translation of innovative technologies for delivery to the public through clinical application and commercialization.

  10. How medical schools can encourage students' interest in family medicine.

    PubMed

    Rohan-Minjares, Felisha; Alfero, Charles; Kaufman, Arthur

    2015-05-01

    The discipline of family medicine is essential to improving quality and reducing the cost of care in an effective health care system. Yet the slow growth of this field has not kept pace with national demand. In their study, Rodríguez and colleagues report on the influence of the social environment and academic discourses on medical students' identification with family medicine in four countries-the United Kingdom, Canada, France, and Spain. They conclude that these factors-the social environment and discursive activity within the medical school-influence students' specialty choices. While the discourses in Canada, France, and Spain were mostly negative, in the United Kingdom, family medicine was considered a prestigious academic discipline, well paying, and with a wide range of practice opportunities. Medical students in the United Kingdom also were exposed early and often to positive family medicine role models.In the United States, academic discourses about family medicine are more akin to those in Canada, France, and Spain. The hidden curriculum includes negative messages about family medicine, and "badmouthing" primary care occurs at many medical schools. National education initiatives highlight the importance of social determinants in medical education and the integration of public health and medicine in practice. Other initiatives expose students to family medicine role models and practice during their undergraduate training and promote primary care practice through new graduate medical education funding models. Together, these initiatives can reduce the negative effects of the social environment and create a more positive discourse about family medicine.

  11. Medical student preparedness for an era of personalized medicine: findings from one US medical school

    PubMed Central

    Eden, Caroline; Johnson, Kipp W; Gottesman, Omri; Bottinger, Erwin P; Abul-Husn, Noura S

    2016-01-01

    Aim The objective of this research was to assess medical student preparedness for the use of personalized medicine. Materials & methods A survey instrument measuring attitude toward personalized medicine, perceived knowledge of genomic testing concepts and perceived ability to apply genomics to clinical care was distributed to students in medical school (MS) years 1–4. Results Of 212 participants, 79% felt that it was important to learn about personalized medicine, but only 6% thought that their medical education had adequately prepared them to practice personalized medicine. Attitude did not vary across years; knowledge and ability increased after MS1, but not after MS2. Conclusion While medical students support the use of personalized medicine, they do not feel prepared to apply genomics to clinical care. PMID:27528879

  12. 42 CFR 51a.2 - Definitions.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... CHILD HEALTH § 51a.2 Definitions. Act means the Social Security Act, as amended. Genetic diseases means... accredited school of medicine and a full-time academic medical staff holding faculty status in such school of medicine. Secretary means the Secretary of Health and Human Services or his or her designee. ...

  13. Our Achievements in Telemedicine within the Partnership Program with Boston University School of Medicine.

    ERIC Educational Resources Information Center

    Tadevosyan, A.; Screnci, D.

    2002-01-01

    Discusses advances in telecommunications and telemedicine in developing countries and describes a partnership between the Emergency Scientific Medical Center in Armenia, Boston University School of Medicine, and the University of Massachusetts to exchange personnel for educational and technical assistance and to provide better services and…

  14. [Military pharmacology education outside the imperial school of medicine].

    PubMed

    Yildirim, N

    1998-01-01

    In 1870, just after starting medical education in Turkish at the Imperial School of Medicine (Mekeb-i Tibbiye-i Sahani) favor in the pharmacology and surgery courses decreased; and even pharmacology graduates continued their education to be physicians. This change gave rise to the shortage of pharmacists and surgeons in the army, and consquently in 1873 the branch of surgery and in 1876 pharmacology were inaugurated at the Haydarpasa Military Hospital. Those who had studied at this Hospital for three years were given a diploma for pharmacy practice (ameliyat eczaciligi sehadetnamesi) and were appointed to the army and to military hospitals. The years of education was raised to four years in 1888, and it was reduced to three years again in 1891. According to Charles Bonkowski, the chemist of Sultan Abdulhamid II, the instruction of military pharmacology was independent from the School of Medicine; he suggested the foundation of a higher school of pharmacy in Istanbul on the standards of the Paris Higher School of Pharmacology (Ecole Superieur de Pharmacie de Paris) where he had studied and graduated in 1865. Unfortunately this advice was not realised; but a department of pharmacology was opened within the Military High School for Veterinarians (Baytar Rustiye-i Askeriyesi) in Eyup in order to educate the students properly. This institution, renamed as the Military High School for Veterinarians and Pharmacists (Baytar ve Eczact Mekteb-i Rustiye-i Askeriyesi), had sent its graduates to the Imperial School of Medicine for many years. Since this process had proved to be useful, the Pharmacology Branch at the Haydarpasa Military Hospital was closed in 1892. In 1895, another military school which was called Eczaci ve Timarci Sibyan Mektebi started instruction on the Naval Hospital. Graduates of this school were appointed to the naval offices for minor operations.

  15. A Summer Enrichment and Reinforcement Program in the School of Veterinary Medicine at Tuskegee Institute, Alabama. A Program Designed to Respond to a Challenge: Increased Minority and Disadvantaged Representation in Veterinary Medicine.

    ERIC Educational Resources Information Center

    Poole, Georgia C.; Adams, Eugene W.

    This report describes a pre-entry summer program at the School of Veterinary Medicine at Tuskegee Institute, Alabama, designed to develop attitudinal readiness and coqnitive abilities of students who face a high risk of attrition because of inadequate learning skills. The program, which runs for eight weeks, consists of three phases: 1) phase one,…

  16. The Effect of DUCOM's Mini-Medical School Summer Camp on Students' Interests in Medicine.

    PubMed

    Briskey, Michael; Ayyash, Ali; Chang, Angela; Mulcahey, Mary K

    2017-01-01

    Drexel University College of Medicine hosts two, three-week long Mini-Medical School Summer Camps each summer. These programs offer high-school seniors and freshmen in college the opportunity to experience various aspects of medical school and the life of a physician: attending lectures, observing surgeries, shadowing clinical physicians, etc. The purpose of this study is to see if the program increases students' interest in pursuing a career in medicine, the aspects of the program that accomplish this, and assess general satisfaction of the program. Information was collected from surveys administered to students before and after completion of the program. The program failed to show a difference in students' interest of pursuing a career in medicine before and after the program. Experiences in the operating room and ambulatory care (shadowing) were shown to be most influential on a student's decision to pursue a career in medicine. Students indicated the most enjoyed activity for both sessions was observing surgeries in the operating room. The majority of students would do the program again and recommend the program to their friends. Future studies should be conducted on similar programs to look at variables such as different age groups or socioeconomic statuses, and the impact these factors have on pursuing careers in medicine. Copyright © 2017 National Medical Association. Published by Elsevier Inc. All rights reserved.

  17. A Forgotten Moment in Physiology: The Lovelace Woman in Space Program (1960-1962)

    DTIC Science & Technology

    2009-09-01

    received his Doctor of Medicine degree from Harvard Medical School in 1934 and subsequently began a surgical fellowship at the Mayo Graduate School of...opposition I did not see fit to overrule it, and do not plan on reopening the issue with anyone at SAM [ School of Aerospace Medicine] or at Air Force Level...the men’s program, candidates were required to be jet pilots who had graduated from a military test pilot school , had at least 1,500 h of flying time

  18. [Is medicine an art or a science?--considerations in the light of Polish school of medicine philosophy and views of other European doctors from the beginning of 19th century till outbreak of the Second World War"].

    PubMed

    Gryglewski, Ryszard W

    2006-01-01

    This paper is devoted to the problem of real nature of medicine, as it was seen in Polish school of the philosophy of the medicine. Is medicine more (or only) science, or is it an art was the crucial point of discussion, which was held in European philosophy of the medicine for the first time in late 19th century. The important voice in it was given by Polish scientists such as Zygmunt Kramsztyk, Henryk Nusbaum, Władysław Biegański, Edmund Biernacki, Władyslaw Szumowski and Ludwik Zembrzuski. How they understood place and meaning of medicine in the realm of human activities, in which points they found the same grounds and in which they differed, should be seen as the main topic for this article.

  19. Bringing the human genome and the revolution in bioinformatics to the medical school classroom: a case report from Washington University School of Medicine.

    PubMed

    Magee, J; Gordon, J I; Whelan, A

    2001-08-01

    The human genome project is revolutionizing medical research and the practice of clinical medicine. To understand and participate in this revolution, physicians must be fluent in human genomics and bioinformatics. At Washington University School of Medicine (WUSM), the authors designed a module for teaching these skills to first-year students. The module uses clinical cases as a platform for accessing information stored in GenBank, Online Mendelian Inheritance in Man (OMIM), and PubMed databases at the National Center for Biotechnology Information (NCBI). This module, which is also designed to reinforce problem-solving skills, has been integrated into WUSM's first-year medical genetics course.

  20. Fatigue and Workload in Four-Man C-5A Cockpit Crews (Volant Galaxy).

    DTIC Science & Technology

    1980-08-01

    AD-AO91. 1.9 SCI400L OF AEROSPACE MEDICINE BROOKS AFB TX F/6 S/9 FATIGUE AND WORKLOAD ZN FOUR-NAN C-SA COCKPIT CREWS (VOLANT *AL--ETC(U$ AUG 80 W F...release; distribution unlimited. USAF SCHOOL OF ALROSPACE MEDICINE Aerospace Medical Division (AFSC) Brooks Air Force Base, Texas 78235 81 2 NOTICES...This final report was submitted by personnel of the Crew Performance Branch, Crew Technology Division, USAF School of Aerospace Medicine , Aerospace

  1. Private schooling and admission to medicine: a case study using matched samples and causal mediation analysis.

    PubMed

    Houston, Muir; Osborne, Michael; Rimmer, Russell

    2015-08-20

    Are applicants from private schools advantaged in gaining entry to degrees in medicine? This is of international significance and there is continuing research in a range of nations including the USA, the UK, other English-speaking nations and EU countries. Our purpose is to seek causal explanations using a quantitative approach. We took as a case study admission to medicine in the UK and drew samples of those who attended private schools and those who did not, with sample members matched on background characteristics. Unlike other studies in the area, causal mediation analysis was applied to resolve private-school influence into direct and indirect effects. In so doing, we sought a benchmark, using data for 2004, against which the effectiveness of policies adopted over the past decade can be assessed. Private schooling improved admission likelihood. This did not occur indirectly via the effect of school type on academic performance; but arose directly from attending private schools. A sensitivity analysis suggests this finding is unlikely to be eliminated by the influence of an unobserved variable. Academic excellence is not a certain pathway into medicine at university; yet applying with good grades after attending private school is more certain. The results of our paper differ from those in an earlier observational study and find support in a later study. Consideration of sources of difference from the earlier observational study suggest the causal approach offers substantial benefits and the consequences in the causal study for gender, ethnicity, socio-economic classification and region of residence provide a benchmark for assessing policy in future research.

  2. Grade inflation in the internal medicine clerkship: a national survey.

    PubMed

    Fazio, Sara B; Papp, Klara K; Torre, Dario M; Defer, Thomas M

    2013-01-01

    Grade inflation is a growing concern, but the degree to which it continues to exist in 3rd-year internal medicine (IM) clerkships is unknown. The authors sought to determine the degree to which grade inflation is perceived to exist in IM clerkships in North American medical schools. A national survey of all Clerkship Directors in Internal Medicine members was administered in 2009. The authors assessed key aspects of grading. Response rate was 64%. Fifty-five percent of respondents agreed that grade inflation exists in the Internal Medicine clerkship at their school. Seventy-eight percent reported it as a serious/somewhat serious problem, and 38% noted students have passed the IM clerkship at their school who should have failed. A majority of clerkship directors report that grade inflation still exists. In addition, many note students who passed despite the clerkship director believing they should have failed. Interventions should be developed to address both of these problems.

  3. Health Professions Schools. Selected Enrollment Data 1970-71/1981-82.

    ERIC Educational Resources Information Center

    Rosenthal, Smauel; And Others

    Enrollment data are presented for each school of medicine, osteopathy, dentistry, optometry, pharmacy, podiatry, and veterinary medicine for the academic years 1970-71 through 1981-82. Projections for future years are made from the length of the academic program for current enrollees. The data are segmented by program type, and include the actual…

  4. An Exploratory Study of Women in the Health Professions Schools. Executive Summary.

    ERIC Educational Resources Information Center

    Urban and Rural Systems Associates, San Francisco, CA.

    The study focused on eight health professions: medicine, osteopathy, dentistry, veterinary medicine, optometry, podiatry, pharmacy, and public health. Its central tasks were to identify and explore the barriers to success that women face as medical/professional school applicants and students and to describe the discrimination process that limits…

  5. Improvement of Oncology Education at the University of Washington School of Medicine, 1984-1988.

    ERIC Educational Resources Information Center

    Bleyer, W. Archie; And Others

    1990-01-01

    After development and implementation of a revised oncology curriculum at the University of Washington School of Medicine student performance on oncology related questions on the National Board of Medical Examiners examination indicated substantial improvement relative to student performance in non-oncology areas and to the national average. (DB)

  6. Cancer Survivors: Charting an Agenda for Research, Treatment, and Quality of Care

    Cancer.gov

    Patricia Ganz, MD, Professor of Health Services in the School of Public Health, Professor of Medicine in the David Geffen School of Medicine at UCLA and Vice Chair of the Department of Health Services, Los Angeles, CA, presented, "Cancer Survivors: Charting an Agenda for Research, Treatment, and Quality of Care".

  7. 42 CFR 57.2202 - Definitions.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... school of medicine or osteopathy which provides a course of study, or a portion thereof, which leads... means a student who is enrolled, or accepted for enrollment, in a school and pursuing a course of study... of study leading to the degree of doctor of medicine or doctor of osteopathy, plus a period, not to...

  8. 42 CFR 57.2202 - Definitions.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... school of medicine or osteopathy which provides a course of study, or a portion thereof, which leads... means a student who is enrolled, or accepted for enrollment, in a school and pursuing a course of study... of study leading to the degree of doctor of medicine or doctor of osteopathy, plus a period, not to...

  9. 42 CFR 57.2202 - Definitions.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... school of medicine or osteopathy which provides a course of study, or a portion thereof, which leads... means a student who is enrolled, or accepted for enrollment, in a school and pursuing a course of study... of study leading to the degree of doctor of medicine or doctor of osteopathy, plus a period, not to...

  10. 42 CFR 57.2202 - Definitions.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... school of medicine or osteopathy which provides a course of study, or a portion thereof, which leads... means a student who is enrolled, or accepted for enrollment, in a school and pursuing a course of study... of study leading to the degree of doctor of medicine or doctor of osteopathy, plus a period, not to...

  11. 42 CFR 57.2202 - Definitions.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... school of medicine or osteopathy which provides a course of study, or a portion thereof, which leads... means a student who is enrolled, or accepted for enrollment, in a school and pursuing a course of study... of study leading to the degree of doctor of medicine or doctor of osteopathy, plus a period, not to...

  12. Experience with and Attitudes toward Computers in Medicine of Students and Clinical Faculty Members at One School.

    ERIC Educational Resources Information Center

    Knapp, Rebecca G.; And Others

    1987-01-01

    A medical school survey examined student and faculty willingness to use computers and the prevalence of the attitudes that computers in medicine are a potential threat to employment, neither convenient nor responsive to physicians' needs, and potentially debasing to the human role in medical practice. (MSE)

  13. Implementing Community Engagement as a Mission at the David Geffen School of Medicine at the University of California, Los Angeles.

    PubMed

    Chung, Bowen; Brown, Arleen; Moreno, Gerardo; Cuen, Pattie; Uy, Visith; Vangala, Sitaram; Bell, Douglas; Washington, A Eugene; Norris, Keith C; Mangione, Carol

    2016-02-01

    This manuscript describes the development and implementation of community engagement as a mission at UCLA's David Geffen School of Medicine (DGSOM) and UCLA Health System, and summarizes survey results documenting existing community-engaged projects and interest between 2010 to 2013.

  14. The Need for Educational Reform in Teaching about Alternative Therapies.

    ERIC Educational Resources Information Center

    Sampson, Wallace

    2001-01-01

    Briefly presents reasons for unwarranted acceptance of complementary and alternative medicine (CAM), gives highlights of survey findings about CAM in the curricula of U.S. medical schools, and describes a course at Stanford University School of Medicine that approaches CAM with skepticism and critical thinking. Concludes with thoughts about needed…

  15. Partnerships in Medical Education: An Exploration of Library Service Models for Postgraduate Medicine at Macquarie University

    ERIC Educational Resources Information Center

    Simons, Mary

    2008-01-01

    Macquarie University's new medical school, The Australian School of Advanced Medicine (ASAM), is developing a postgraduate program that incorporates a partnership with Macquarie University Library. The curriculum encompasses contemporary models of competency-based assessment, teamwork and lifelong learning that are integrated with research and…

  16. Professional Beliefs Related to the Practice of Pediatric Medicine and School Psychology

    ERIC Educational Resources Information Center

    Wodrich, D.L.

    2004-01-01

    This article proposes that pediatric medicine and school psychology are complementary fields. Five professional beliefs are reviewed: (a) the importance of classification, (b) a preference for evidence-based interventions, (c) an endorsement of advocacy in public policy, (d) the importance of working with the whole child including his/her parents,…

  17. Acknowledgements — EDRN Public Portal

    Cancer.gov

    These SOPs were originally submitted by Sanford Stass, M.D. of the University of Maryland School of Medicine and William Grizzle of the University of Alabama at Birmingham School of Medicine. Modifications may have been made upon extensive discussions among the members of the EDRN Reference Laboratories and other scientific staff derived from the various groups within EDRN.

  18. Find a Pediatrician or Pediatric Specialist

    MedlinePlus

    ... SENEGAL SERBIA SEYCHELLES SIERRA LEONE SINGAPORE SLOVAKIA SLOVENIA SOLOMON ISLANDS SOMALIA SOMALILAND SOUTH AFRICA SOUTH OSSETIA SPAIN ... Preventive Medicine Psychology/Psychiatry Public Health Pulmonology Radiology Research Rheumatology School Health Sleep Medicine Sports Medicine Surgery ...

  19. Exposure to Death, Disasters, and Bodies

    DTIC Science & Technology

    1988-06-01

    working as a psychologist in a locp.i school . She was home during that time. I spent a great deal of time thinking ane reading. I went to many AlcohIolics...flE Best Available Copy 4)€ EXPOSURE TO DEATH, DISASTERS, AND BODIES * < I 0< DEPARTMENT OF PSYCHIATRY F. EDWARD HEBERT SCHOOL OF MEDICINE UNIFORMED...EDWARD HEBERT SCHOOL OF MEDICINE UNIFORMED SERVICES UNIVERSITY OF THE HEALTH SCIENCES BETHESDA, MARYLAND 20814-4799 4 Code A: Unlimited Distribution

  20. Influence of a vertical subject on research in biomedicine and activities of The Cochrane Collaboration branch on medical students' knowledge and attitudes toward evidence-based medicine

    PubMed Central

    Balajić, Karolina; Barac-Latas, Vesna; Drenjančević, Ines; Ostojić, Marko; Fabijanić, Damir; Puljak, Livia

    2012-01-01

    Aim To investigate whether the introduction of a vertical subject on research in biomedicine and founding of The Cochrane Collaboration branch at the University of Split School of Medicine influenced students’ knowledge and attitudes toward evidence-based medicine (EBM), including the use of research literature. Methods We used a 26-item questionnaire on EBM knowledge and attitudes to survey 1232 medical students of all study years in 3 medical schools in Croatia (Split, Rijeka, Osijek) and the Croatian-speaking medical school in Mostar (Bosnia and Herzegovina). Results Students from the University of Split School of Medicine who had been exposed to the vertical subject on research in biomedicine and activities of The Cochrane Collaboration at the school had better knowledge and more positive attitudes toward EBM. In general, students rarely searched for evidence; 28% of students searched for evidence more than once a month and 96% of students used only textbooks in Croatian and teachers’ handouts, even though 74% of students agreed that articles from scholarly journals were an important supplement for textbooks. Conclusion Building up an environment that fosters EBM may be beneficial for students’ knowledge and attitudes toward EBM. Teachers should encourage and require using evidence during all the courses in medical school. PMID:22911530

  1. Biomedicine or Holistic Medicine for Treating Mentally Ill Patients? A Philosophical and Economical Analysis

    PubMed Central

    Ventegodt, Søren; Kandel, Isack; Merrick, Joav

    2007-01-01

    Today we have two scientific medical traditions, two schools or treatment systems: holistic medicine and biomedicine. The two traditions are based on two very different philosophical positions: subjectivistic and objectivistic. The philosopher Buber taught us that you can say I-Thou or I-It, holding the other person as a subject or an object. These two fundamentally different attitudes seem to characterize the difference in world view and patient approach in the two schools, one coming from psychoanalysis and the old, holistic tradition of Hippocratic medicine. Holistic medicine during the last decade has developed its philosophical positions and is today an independent, medical system seemingly capable of curing mentally ill patients at the cost of a few thousand Euros with no side effects and with lasting value for the patient. The problem is that very few studies have tested the effect of holistic medicine on mentally ill patients. Another problem is that the effect of holistic medicine must be documented in a way that respects this school's philosophical integrity, allowing for subjective assessment of patient benefit and using the patient as his/her own control, as placebo control cannot be used in placebo-only treatment. As the existing data are strongly in favor of using holistic medicine, which seems to be safer, more efficient, and cheaper, it is recommended that clinical holistic medicine also be used as treatment for mental illness. More research and funding is needed to develop scientific holistic medicine. PMID:18167613

  2. 77 FR 3782 - Agency Information Collection Activities: Proposed Collection: Comment Request

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-01-25

    ... of automated collection techniques or other forms of information technology. Proposed Project: The...)-- [Extension] The HPSL Program provides long-term, low-interest loans to students attending schools of medicine, osteopathic medicine, dentistry, veterinary medicine, optometry, podiatric medicine, and pharmacy. The NSL...

  3. 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)

  4. [The first attempt of introducing of teaching of medical disciplines in religious academies and seminaries].

    PubMed

    Oleinikova, V S

    2016-01-01

    The article is devoted to the first attempt of introduction of teaching of medical disciplines in religious academies and seminaries. The cause of appearance of "medicine class» in religious schools served miserable condition of peasants related to factually total impossibility to receive medical care. The Russian orthodox church acted as an initiator of introduction of teaching of medicine in religious schools. In 1802, Alexander I by his Ukaz introduced teaching of medical disciplines into programs of religious schools. The Emperor Ukaz was developed by such well-known statesmen as secretary of state D.P. Toroschinskii, director of medical board A.I. Vasiliev, metropolitan Novgorodskii and Sankt-Peterburgskii Amvrosii and other members of Holy Synod. The course of medicine taught in religious schools was presented by anatomy, physiology, therapy, botanics, pharmacology, emergency medical care. However, in many religious schools the clauses of Ukaz were not implemented because of lacking of teachers. And in the middle of1808 the emperor Ukaz was abrogated.

  5. A retrospective analysis of the relationship between medical student debt and primary care practice in the United States.

    PubMed

    Phillips, Julie P; Petterson, Stephen M; Bazemore, Andrew W; Phillips, Robert L

    2014-01-01

    We undertook a study to reexamine the relationship between educational debt and primary care practice, accounting for the potentially confounding effect of medical student socioeconomic status. We performed retrospective multivariate analyses of data from 136,232 physicians who graduated from allopathic US medical schools between 1988 and 2000, obtained from the American Association of Medical Colleges Graduate Questionnaire, the American Medical Association Physician Masterfile, and other sources. Need-based loans were used as markers for socioeconomic status of physicians' families of origin. We examined 2 outcomes: primary care practice and family medicine practice in 2010. Physicians who graduated from public schools were most likely to practice primary care and family medicine at graduating educational debt levels of $50,000 to $100,000 (2010 dollars; P <.01). This relationship between debt and primary care practice persisted when physicians from different socioeconomic status groups, as approximated by loan type, were examined separately. At higher debt, graduates' odds of practicing primary care or family medicine declined. In contrast, private school graduates were not less likely to practice primary care or family medicine as debt levels increased. High educational debt deters graduates of public medical schools from choosing primary care, but does not appear to influence private school graduates in the same way. Students from relatively lower income families are more strongly influenced by debt. Reducing debt of selected medical students may be effective in promoting a larger primary care physician workforce. © 2014 Annals of Family Medicine, Inc.

  6. Attitudes of Students of Differenet Schools of University of Zagreb on Tooth Bleaching

    PubMed Central

    Diklić, Dinka; Galić, Nada; Spajić, Jelena; Prskalo, Katica

    2016-01-01

    Objective To compare the awareness that students from four different faculties within the University of Zagreb have of oral health and tooth bleaching procedure. Materials and Methods The study included 158 subjects (both male and female) - 38 students from the School of Dental Medicine and 40 students from each of the following faculties: the School of Medicine, the Faculty of Economics and the Faculty of Civil Engineering. The respondents were asked to fill out the survey with multiple choices by marking the answers they considered correct. Results Only 12% of the respondents followed the information on oral health. More than two thirds of all subjects brush their teeth twice a day, but there were no statistically significant differences between the subjects with respect to college or gender. More than half of the participants (55%) were satisfied, and 12% were completely satisfied with their dental appearance. About 80% of the respondents were aware of differences between teeth bleaching and teeth polishing procedures, with greater prevalence among Dental Medicine and Medicine students. 80% of all subjects would go to a dental office if they decided to whiten their teeth while less than a half (46%) of all the subjects believed that a tooth bleaching has some adverse side-effects. Conclusions There is a difference in knowledge on oral hygiene and tooth bleaching between the students from the School of Dental Medicine, the School of Medicine, the Faculty of Economics and those from the Faculty of Civil Engineering. Dental students have the best knowledge on tooth bleaching and oral health, which was in accordance with their educational guidance and level of education. PMID:28275277

  7. Should I apply to medical school? High school students and barriers to application.

    PubMed

    Whalen, Desmond; Harris, Chelsea; Harty, Chris; Greene, Alison; Faour, Elizabeth; Thomson, Kalen; Ravalia, Mohamed

    2016-01-01

    A major goal of the Faculty of Medicine at the Memorial University of Newfoundland is to produce physicians who will return to rural areas that are currently underserviced. Research shows that the strongest indicator of practice in a rural area is a rural background, and thus it is important that rural students apply to medical school. We investigated what high school students believe to be preventing them from pursuing medical education. Between September 2013 and June 2014, we administered a paper survey to high school students in Newfoundland and Labrador, New Brunswick and Prince Edward Island. A total of 665 participants completed the survey. We found that fewer rural students (75.6%) than urban students (98.6%) believed that they could gain admission to medical school (p < 0.01) and that medicine was promoted as a career choice in fewer rural schools (55.7%) than urban schools (69.7%). Also, 55.4% of urban students, but only 44.4% of rural students, believed that rural students were disadvantaged when applying to medical school. In our study, rural students believed they were less likely to be accepted into medical school than urban students, and fewer rural students felt that medicine was promoted as a potential career choice. Our results may be explained by a lack of role models or perhaps by financial barriers, although further research is needed.

  8. 45 CFR 73.735-1004 - Requesting waivers or exemptions.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... School of Dentistry; the School of Medicine; the School of Nursing; and the School of Public and... Technology. The campuses of the University of Tennessee. The separate universities comprising the University...

  9. 45 CFR 73.735-1004 - Requesting waivers or exemptions.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... School of Dentistry; the School of Medicine; the School of Nursing; and the School of Public and... Technology. The campuses of the University of Tennessee. The separate universities comprising the University...

  10. 45 CFR 73.735-1004 - Requesting waivers or exemptions.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... School of Dentistry; the School of Medicine; the School of Nursing; and the School of Public and... Technology. The campuses of the University of Tennessee. The separate universities comprising the University...

  11. 45 CFR 73.735-1004 - Requesting waivers or exemptions.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... School of Dentistry; the School of Medicine; the School of Nursing; and the School of Public and... Technology. The campuses of the University of Tennessee. The separate universities comprising the University...

  12. Human Obesity

    PubMed Central

    Weigle, David S.

    1990-01-01

    This discussion was selected from the weekly Grand Rounds in the Department of Medicine, University of Washington School of Medicine, Seattle. Taken from a transcription, it has been edited by Drs Paul G. Ramsey, Associate Professor of Medicine, and Philip J. Fialkow, Professor and Chair of the Department of Medicine. PMID:2244378

  13. Overview of Cholesterol and Lipid Disorders

    MedlinePlus

    ... Professor of Medicine, Division of Endocrinology, Metabolism and Lipid Research, Department of Medicine, Washington University School of Medicine NOTE: This is the Consumer Version. DOCTORS: Click here for the Professional Version ... Cholesterol and triglycerides are important ...

  14. Medical Education in Peoples's Republic of China.

    ERIC Educational Resources Information Center

    Cooper, John A. D.; Yingang, Lin

    1987-01-01

    The three types of physicians trained in the People's Republic of China (practitioners in Chinese medicine, traditional Mongolian medicine, and western-style medicine) and the design of the medical schools and programs are discussed. (MSE)

  15. Determinants of choosing a career in family medicine

    PubMed Central

    Scott, Ian; Gowans, Margot; Wright, Bruce; Brenneis, Fraser; Banner, Sandra; Boone, Jim

    2011-01-01

    Background Student choice is an important determinant of the distribution of specialties of practising physicians in many countries. Understanding characteristics at entry into medical school that are associated with the choice of residency in family medicine can assist medical schools in admitting an appropriate mix of students to serve the health care needs of their regions. Methods From 2002 to 2004, we collected data from students in 15 classes at 8 of 16 Canadian medical schools at entry. Surveys included questions on career choice, attitudes to practice and socio-demographic characteristics. We followed students prospectively with these data linked to their residency choice. We used multiple logistic regression analysis to identify entry characteristics that predicted a student’s ultimate career choice in family medicine. Results Of 1941 eligible students in the participating classes, 1542 (79.4%) contributed data to the final analyses. The following 11 entry variables predicted whether a student named family medicine as his or her top residency choice: being older, being engaged or in a long-term relationship, not having parents with postgraduate university education nor having family or close friends practicing medicine, having undertaken voluntary work in a developing nation, not volunteering with elderly people, desire for varied scope of practice, a societal orientation, a lower interest in research, desire for short postgraduate training, and lower preference for medical versus social problems. Interpretation Demographic and attitudinal characteristics at entry into medical school predicted whether students chose a career in family medicine. PMID:20974721

  16. Dr John McLennan MD (Aberdeen), FRCP (Lond) (1801-1874) and the Medical School of Bombay that failed.

    PubMed

    Pandya, Sunil K

    2017-01-01

    In 1826, Dr John McLennan was asked by Governor Mounstuart Elphinstone of Bombay to set up the first school to teach modern medicine to Indian citizens. He was expected to create textbooks on a variety of subjects in local languages and teach medicine to poorly educated students in their native tongues. Despite his valiant efforts, the school was deemed a failure and was abolished by the Government in 1832. Sir Robert Grant, appointed Governor of Bombay in 1835, analysed records pertaining to this medical school and concluded that the school failed since Dr McLennan was not provided the assistance he needed and as his suggestions for access to a hospital to teach medicine were not heeded. Dr McLennan provided able support to Dr Charles Morehead on his appointment as Principal and Professor of Medicine at the newly created Grant Medical College in Bombay in 1845. Dr Morehead dedicated his classic 'Clinical researches on diseases in India' to Dr McLennan. Dr McLennan headed the Board of Examiners created to assess the competence of the first batch of medical students emerging from this College. The system of evaluation set up by him remains admirable. Dr McLennan retired from service as Physician-General, full of honours.

  17. Analysis of stress levels among medical students, residents, and graduate students at four Canadian schools of medicine.

    PubMed

    Toews, J A; Lockyer, J M; Dobson, D J; Simpson, E; Brownell, A K; Brenneis, F; MacPherson, K M; Cohen, G S

    1997-11-01

    To assess stress in medical students, residents, and graduate science students at four Canadian schools of medicine. Four schools with different curricula in three different parts of Canada participated in the study: the University of Calgary Faculty of Medicine, the University of Alberta Faculty of Medicine, the Dalhousie University Faculty of Medicine, and the McMaster University Faculty of Health Sciences. All the medical students, residents, and graduate science students at each school were surveyed in 1994-95. The three instruments used were the University of Calgary Stress Questionnaire, the Social Readjustment Rating Scale (SRRS), and the Symptom Checklist-90. Demographic data were compared across all four schools. Analysis of variance was calculated for all test-item scores, utilizing a four (school) by three (program) by two (gender) design, which were all between subject factors. Significant main effects were followed up by using planned comparisons (Newman-Keuls, with a probability level of p < .05). Significant interaction effects were followed up by using an analysis of simple effects. A total of 1,681 questionnaires were returned as follows: 621 of 1,304 (48%) from the medical students, 645 of 1,495 (43%) from the residents, and 415 of 829 (50%) from the graduate science students. There were significant differences between the three groups in the natures and degrees of stress, with the graduate students reporting higher levels of stress. There were significant gender differences as well, with the women reporting higher levels of stress. Overall, stress levels were found to be mild, based on the University of Calgary Stress Questionnaire and the SRRS. This study suggests that medical students and residents experience stress at levels that appear acceptable, but ongoing monitoring and the provision of appropriate support systems will continue to be important.

  18. [Polish historical collection at the University of Edinburgh].

    PubMed

    Tomaszewski, W

    1995-01-01

    The Polish School of Medicine, a joint Scottish-Polish academic enterprise, established in 1941 at the University of Edinburgh for soldiers-students in the Polish Forces, ceased its activity in 1949, four years after the end of the war. Owing to the stalinist terror in occupied Poland most of the 227 graduates remained in the West. There was a deep feeling of gratitude towards the University on the part of the graduates of the Polish School. The 25th anniversary of the School in 1966 was an opportunity to convoke in Edinburgh a world reunion of the graduates. At the academic ceremony two gold medals were presented to the University. The warm reception extended by the University, prompted the resolution to hold quinquennial world reunions in Edinburgh. Since then world reunions were held in Edinburgh every 5 years with meetings with the University authorities and presentation of gifts. By 1980 the number of gifts accumulated to such extent that the seminar room in the Erskine Medical Library was selected for the permanent display of the gifts; this served to intensify the collection of exhibits. Gifts were chosen to remind of certain events in the Polish history of medicine, especially items reflecting Polish links with Scotland. The highest achievement in the Scottish-Polish links, was of course the creation of the Polish School of Medicine. The official opening of the Historical Collection took place in June 1986 on the occasion of a world reunion on the 45th anniversary of the School. It was marked by the unveiling of a memorial plaque. On this ocasion another venture was also initiated: the opening of the Polish School of Medicine Memorial Fund at the University of Edinburgh. It was funded by the graduates to provide scholarship for young doctors from Poland. Another venture was the creation of the "Professor Antoni Jurasz lectureship" for Edinburgh professors to lecture in Medical Academies in Poland. The Historical Collection of the Polish School of Medicine at the University of Edinburgh is a permanent memorial to the magnanimity of the University left by the graduates. It is at the same time a windowshow of a 300 years old Scottish-Polish history of medicine.

  19. Evaluation of a new community-based curriculum in disaster medicine for undergraduates.

    PubMed

    Bajow, Nidaa; Djalali, Ahmadreza; Ingrassia, Pier Luigi; Ragazzoni, Luca; Ageely, Hussein; Bani, Ibrahim; Corte, Francesco Della

    2016-08-26

    Nowadays, many medical schools include training in disaster medicine in undergraduate studies. This study evaluated the efficacy of a disaster medicine curriculum recently designed for Saudi Arabian medical students. Participants were 15 male and 14 female students in their fourth, fifth or sixth year at Jazan University Medical School, Saudi Arabia. The course was held at the Research Center in Emergency and Disaster Medicine and Computer Sciences Applied to the Medical Practice in Novara, Italy. The overall mean score on a test given before the course was 41.0 % and it increased to 67.7 % on the post-test (Wilcoxon test for paired samples: z = 4.71, p < 0.0001). There were no significant differences between the mean scores of males and females, or between students in their fourth, fifth or sixth year of medical school. These results show that this curriculum is effective for teaching disaster medicine to undergraduate medical students. Adoption of this course would help to increase the human resources available for dealing with disaster situations.

  20. Capability Enhancement and Amputee Care in Operation Iraqi Freedom: The Role of a Rehabilitation and Prosthetics Assistance Team in Reconstruction Operations

    DTIC Science & Technology

    2009-05-01

    School of Medicine. HH) Penn Street. Allied Heaith Btiilding. Baltimm-e.MD 21201- 1082 , Previous Présentations: Related material was presented in abbrevi...Rehabilitation Science,University of Maryland School of Medicine,100 Penn Street. Allied Heaith Btiilding,Baltimore ,MD,21201- 1082 8. PERFORMING

  1. An Exploratory Study of Women in the Health Professions Schools. Volume I: Data Analysis, Findings, Conclusions, Recommendations.

    ERIC Educational Resources Information Center

    Urban and Rural Systems Associates, San Francisco, CA.

    The study focused on women's education in eight health professions: medicine, osteopathy, dentistry, veterinary medicine, optometry, podiatry, pharmacy, and public health. Its central tasks were to identify and explore the barriers to success that women face as school applicants and students. Almost 600 interviews were conducted with…

  2. Medicine in the Beehive State 1940-1990.

    ERIC Educational Resources Information Center

    Plenk, Henry P., Ed.

    This book presents the history of the practice of medicine in Utah by tracing the development and work of those at the University of Utah's medical school from 1940 to 1990. The history is told through the reflections and memories of many different physicians who worked at the school. The chapters written by these contributors are organized…

  3. Designer Babies? Teacher Views on Gene Technology and Human Medicine.

    ERIC Educational Resources Information Center

    Schibeci, Renato

    1999-01-01

    Summarizes the views of a sample of primary and high school teachers on the application of gene technology to human medicine. In general, high school teachers are more positive about these developments than primary teachers, and both groups of teachers are more positive than interested lay publics. Highlights ways in which this topic can be…

  4. Implementing Community Engagement as a Mission at the David Geffen School of Medicine at the University of California, Los Angeles

    PubMed Central

    Chung, Bowen; Brown, Arleen; Moreno, Gerardo; Cuen, Pattie; Uy, Visith; Vangala, Sitaram; Bell, Douglas; Washington, A. Eugene; Norris, Keith C.; Mangione, Carol

    2015-01-01

    Summary This manuscript describes the development and implementation of community engagement as a mission at UCLA’s David Geffen School of Medicine (DGSOM) and UCLA Health System, and summarizes survey results documenting existing community-engaged projects and interest between 2010 to 2013. PMID:27158216

  5. The Use of Analogies as a Methodology in the School of Medicine

    ERIC Educational Resources Information Center

    Corona, José Luis Jiménez; Vindel, Isabel Mª Ferrándiz

    2012-01-01

    In recent years, the School of Medicine of the National Autonomous University of Mexico has been largely engaged in the global medical education trend, through the implementation of curriculum changes which include new methods of teaching and learning. These "new" methods seek to change from the use of teacher-centered strategies or…

  6. THE SCHOOL OF DENTAL MEDICINE NEW RESEARCH AND TEACHING BUILDING FOR THE UNIVERSITY OF PENNSYLVANIA.

    ERIC Educational Resources Information Center

    Pennsylvania Univ., Philadelphia.

    IN PLANNING A NEW RESEARCH AND TEACHING BUILDING FOR THE SCHOOL OF DENTAL MEDICINE, A PROGRAM WAS DEVELOPED OUTLINING THE DESIGN NEEDS AND THE SPACE AND FACILITY REQUIREMENTS. MAJOR AREAS OF THE PROGRAM WERE--(1) GENERAL DESIGN AND CONSTRUCTION COMPONENTS, (2) THE RESEARCH COMPONENT, AND (3) THE BASIC SCIENCE TEACHING COMPONENTS. SPACE…

  7. Gerontologic/Geriatric Training in Medical School: Preferences of Students, Educators, and Practitioners of Medicine in Regard to Curricular Content.

    ERIC Educational Resources Information Center

    Coccaro, Emil F.; And Others

    1983-01-01

    Assessed the attitudes of students, faculties, and practitioners associated with two schools of medicine toward gerontologic/geriatric medical education including specific items relating to course content during the preclinical and clinical years. Results revealed a consensus regarding course content in areas such as psychiatry, nutrition, and…

  8. Positioning Medical Students for the Geriatric Imperative: Using Geriatrics to Effectively Teach Medicine

    ERIC Educational Resources Information Center

    Nguyen, Annie L.; Duthie, Elizabeth A.; Denson, Kathryn M.; Franco, Jose; Duthie, Edmund H.

    2013-01-01

    Medical schools must consider innovative ways to ensure that graduates are prepared to care for the aging population. One way is to offer a geriatrics clerkship as an option for the fulfillment of a medical school's internal medicine rotation requirement. The authors' purpose was to evaluate the geriatrics clerkship's impact on internal medicine…

  9. Investigating the Medical Study of Overseas Students at Jinan University Medical School

    ERIC Educational Resources Information Center

    Zhang, Ming-ya; Wang, Guang; Cheng, Xin; Yang, Xuesong

    2017-01-01

    A great number of overseas students have studied medicine at Jinan University Medical School over the past decade. Statistics from the past ten years show that these students' test scores on diagnosis and medicine I & II are lower than those of their classmates from mainland China. To address the underlying causes of this phenomenon, we…

  10. What are the implications of the Institute of Medicine report "The future of nursing: leading change, advancing health" for school nursing practice?

    PubMed

    Sheetz, Anne H

    2012-11-01

    In 2010, the Robert Wood Johnson Foundation Initiative at the Institute of Medicine issued a comprehensive report entitled, "The future of nursing: leading change, advancing health." The following is a synopsis of the report, including excerpts, recommendations, and a discussion of school nursing implications.

  11. Construction Grants for Educational Facilities. Fiscal Years 1965-76. Health Manpower References.

    ERIC Educational Resources Information Center

    Health Resources Administration (DHEW/PHS), Bethesda, MD. Bureau of Health Manpower.

    This publication provides information on construction assistance awarded during fiscal years 1965 through 1976 by the Bureau of Health Manpower (BHM) and its predecessors to schools of medicine, osteopathic medicine, dentistry, optometry, pharmacy, podiatric medicine, veterinary medicine, public health, and nursing. In addition, it provides data…

  12. Pneumonia

    MedlinePlus

    ... 2015 Updated by: Denis Hadjiliadis, MD, MHS, Associate Professor of Medicine, Pulmonary, Allergy, and Critical Care, Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA. Internal ...

  13. Educational Intervention in a Medically Underserved Area.

    PubMed

    Atance, Joel; Mickalis, Morgan; Kincade, Brianna

    2018-04-01

    Medical students from rural and medically underserved areas (MUAs) are more likely than their peers to practice medicine in rural areas and MUAs. However, students from MUAs are also more likely to face socioeconomic barriers to a career in medicine. To determine whether a week-long summer enrichment experience (SEE) at Edward Via College of Osteopathic Medicine-Carolinas could successfully teach high school students from MUAs basic biomedical concepts and foster an interest in medicine and the health sciences. The SEE program is open to high school students in the Spartanburg, South Carolina, area. The program includes interactive lectures, laboratories, demonstrations on gross anatomy prosections, demonstrations on medical simulation models, tours of emergency vehicles, an introduction to osteopathic manipulative medicine, and student-led research projects. Participants were asked to complete a 15-question quiz that assessed their knowledge of basic biomedical concepts and a 10-question survey that assessed their attitudes toward careers in medicine and health sciences. Both the quiz and the survey were completed on both the first and final days of the program. The data were analyzed using paired t tests. Participant knowledge of basic biomedical concepts, as determined by the quiz scores, increased after completion of the program (9.1 average correct answers vs 12.6 average correct answers) (P<.001). Participant attitude toward medicine and the health sciences improved in 9 of the 10 items surveyed after completion of the program (P<.05). Participant knowledge of basic biomedical concepts and their knowledge of and interest in careers in the health sciences improved after completing the SEE program. These findings suggest that educational interventions for high school students could help to develop primary care physicians for rural areas and MUAs and that there is a role for osteopathic medical schools to nurture these students as early as possible.

  14. Changing the culture of academic medicine: the C-Change learning action network and its impact at participating medical schools.

    PubMed

    Krupat, Edward; Pololi, Linda; Schnell, Eugene R; Kern, David E

    2013-09-01

    The culture of academic medicine has been described as hierarchical, competitive, and not highly supportive of female or minority faculty. In response to this, the authors designed the Learning Action Network (LAN), which was part of the National Initiative on Gender, Culture and Leadership in Medicine (C-Change). The LAN is a five-school consortium aimed at changing the organizational culture of its constituent institutions. The authors selected LAN schools to be geographically diverse and representative of U.S. medical schools. Institutional leaders and faculty representatives from constituent schools met twice yearly for four years (2006-2010), forming a cross-institutional learning community. Through their quarterly listing of institutional activities, schools reported a wide array of actions. Most common were increased faculty development and/or mentoring, new approaches to communication, and adoption of new policies and procedures. Other categories included data collection/management, engagement of key stakeholders, education regarding gender/diversity, and new/expanded leadership positions. Through exit interviews, most participants reported feeling optimistic about maintaining the momentum of change. However, some, especially in schools with leadership changes, expressed uncertainty. Participants reported that they felt that the LAN enabled, empowered, facilitated, and/or caused the reported actions.For others who might want to work toward changing the culture of academic medicine, the authors offer several lessons learned from their experiences with C-Change. Most notably, people, structures, policies, and reward systems must be put into place to support cultural values, and broad-based support should be created in order for changes to persist when inevitable transitions in leadership occur.

  15. 28 CFR 35.190 - Designated agencies.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ..., dentistry, nursing, and other health-related schools), and libraries. (3) Department of Health and Human... social services, including schools of medicine, dentistry, nursing, and other health-related schools, the...

  16. The fault lines of academic medicine.

    PubMed

    Schafer, Andrew I

    2002-01-01

    Unprecedented advances in biomedical research and the upheaval in health care economics have converged to cause seismic changes in the traditional organization of medical schools and academic health centers. This process is particularly evident in departments of internal medicine. The activities and functions of academic medicine are in the midst of separation and realignment along lines that do not honor historical departmental and divisional boundaries. The organization of a successful medical school or department must be dynamic, constantly serving its constituents to accommodate progress and change and to promote optimal structure for academic productivity.

  17. [History and criticism of systematic medicine in the works of Augusto Murri and his school].

    PubMed

    Scandellari, C

    1994-01-01

    Augusto Murri's last book entitled Nosologia e Psicologia was published in 1924; in the same year his follower Antonio Gnudi delivered a very important commemorative speech for the 100th anniversary of the Società Medica Chirurgica of Bologna. Both works have great value for the understanding of both the history and the theories of so-called systematic medicine as well as the criticisms that led, through Maurizio Bufalini's ideas and the teaching of Augusto Murri and his school, to the birth, at Bologna, of scientific medicine.

  18. Reflections on a life in biomedicine: leading change.

    PubMed

    Nabel, Elizabeth G

    2013-09-01

    Dr. Elizabeth Nabel delivered the following presentation as the Lee E. Farr Lecturer on May 7, 2013, which served as the culmination of the annual Student Research Day at Yale School of Medicine. Dr. Nabel is President of the Brigham and Women's Hospital in Boston, Massachusetts, and Professor of Medicine at Harvard Medical School. Her lecture to Yale medical students portrayed her own personal and professional journey through medicine as a series of opportunities. Dr. Nabel focused on the roles and responsibilities of physicians to recognize need and to make change through focused advocacy.

  19. 'Why not you?' Discourses of widening access on UK medical school websites.

    PubMed

    Alexander, Kirsty; Fahey Palma, Tania; Nicholson, Sandra; Cleland, Jennifer

    2017-06-01

    In the UK, applications to medicine from those in lower socio-economic groups remain low despite significant investments of time, interest and resources in widening access (WA) to medicine. This suggests that medical schools' core messages about WA may be working to embed or further reinforce marginalisation, rather than to combat this. Our objective was to investigate how the value of WA is communicated by UK medical schools through their websites, and how this may create expectations regarding who is 'suitable' for medicine. We conducted a critical discourse analysis of the webpages of UK medical schools in relation to WA. Our conceptual framework was underpinned by a Foucauldian understanding of discourse. Analysis followed an adapted version of Hyatt's analytical framework. This involved contextualising the data by identifying drivers, levers and warrants for WA, before undertaking a systematic investigation of linguistic features to reveal the discourses in use, and their assumptions. Discourses of 'social mobility for the individual' justified WA as an initiative to support individuals with academic ability and commitment to medicine, but who were disadvantaged by their background in the application process. This meritocratic discourse communicated the benefits of WA as flowing one way, with medical schools providing opportunities to applicants. Conversely, discourses justifying WA as an initiative to benefit patient care were marginalised and largely excluded. Alternative strengths typically attributed to students from lower socio-economic groups were not mentioned, which implies that these were not valued. Current discourses of WA on UK medical school websites do not present non-traditional applicants as bringing gains to medicine through their diversity. This may work as a barrier to attracting larger numbers of diverse applicants. Medical schools should reflect upon their website discourses, critically evaluate current approaches to encouraging applications from those in lower socio-economic groups, and consider avenues for positive change. © 2017 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

  20. Viral pneumonia

    MedlinePlus

    ... Hadjiliadis, MD, MHS, Paul F. Harron, Jr. Associate Professor of Medicine, Pulmonary, Allergy, and Critical Care, Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA. Also ...

  1. [Risk factors for students desertion from the UASLP School of Medicine, México].

    PubMed

    Hernández-Mata, José María; Hernández-Castro, Rodrigo; Nieto-Caraveo, Amado; Hernández-Sierra, Juan Francisco

    2005-01-01

    To obtain the profile of students that deserted from the Faculty of Medicine of the Autonomous University of San Luis Potosi, México. Cases and controls nested in a cohort. All students that voluntarily deserted between 1992 and 2002 were consulted. Each student was compared in an aleatory form with a regular student and a proper questionnaire was applied. The significantly associated factors to abandon the Faculty of Medicine were: high school of origin (OR=2.43), extra-ordinary exam (OR=3.13), and lack of vocation (OR=2.41). The subjacent factors for not deserting from the Faculty of Medicine were: study habits, capacity for sustained effort, and tolerance to frustration.

  2. [The teaching of clinical medicine and surgery at the end of the Colonial Period].

    PubMed

    Ramírez-Ortega, Verónica

    2010-01-01

    There were three schools of medicine in Mexico at the beginning of the Independence time where the doctors and surgeons could learn. In the Faculty of Medicine of the University of Mexico, the most ancient and traditional, the humoral model balance based on medieval knowledge and scholastic method was the rule. At the end of the XVIII century, the Nueva España enrollment in the Illustration movement, this led to an opening period and development of the scientific world. Botany was incorporated to curriculum in medicine school and the students could through the courses of the Surgery College approached to new medical theories and other teaching model without restrictions.

  3. A Web-Based Lifestyle Medicine Curriculum: Facilitating Education About Lifestyle Medicine, Behavioral Change, and Health Care Outcomes.

    PubMed

    Frates, Elizabeth Pegg; Xiao, Ryan C; Sannidhi, Deepa; McBride, Yasamina; McCargo, Tracie; Stern, Theodore A

    2017-09-11

    Lifestyle medicine is the science and application of healthy lifestyles as interventions for the prevention and treatment of disease, and has gained significant momentum as a specialty in recent years. College is a critical time for maintenance and acquisition of healthy habits. Longer-term, more intensive web-based and in-person lifestyle medicine interventions can have a positive effect. Students who are exposed to components of lifestyle medicine in their education have improvements in their health behaviors. A semester-long undergraduate course focused on lifestyle medicine can be a useful intervention to help adopt and sustain healthy habits. To describe a novel, evidence based curriculum for a course teaching the concepts of Lifestyle Medicine based on a web-based course offered at the Harvard Extension School. The course was delivered in a web-based format. The Lifestyle Medicine course used evidence based principles to guide students toward a "coach approach" to behavior change, increasing their self-efficacy regarding various lifestyle-related preventive behaviors. Students are made to understand the cultural trends and national guidelines that have shaped lifestyle medicine recommendations relating to behaviors. They are encouraged to engage in behavior change. Course topics include physical activity, nutrition, addiction, sleep, stress, and lifestyle coaching and counseling. The course addressed all of the American College of Preventive Medicine/American College of Lifestyle Medicine competencies save for the competency of office systems and technologies to support lifestyle medicine counseling. The course was well-received, earning a ranking of 4.9/5 at the school. A novel, semester-long course on Lifestyle Medicine at the Harvard Extension School is described. Student evaluations suggest the course was well-received. Further research is needed to evaluate whether such a course empowers students to adopt behavior changes. ©Elizabeth Pegg Frates, Ryan C Xiao, Deepa Sannidhi, Yasamina McBride, Tracie McCargo, Theodore A Stern. Originally published in JMIR Medical Education (http://mededu.jmir.org), 11.09.2017.

  4. Primary alveolar hypoventilation

    MedlinePlus

    ... Hadjiliadis, MD, MHS, Paul F. Harron, Jr. Associate Professor of Medicine, Pulmonary, Allergy, and Critical Care, Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA. Also ...

  5. Costs of Education in the Health Professions: Report of a Study Parts I and II.

    ERIC Educational Resources Information Center

    Health Resources Administration (DHEW/PHS), Bethesda, MD. Bureau of Health Resources Development.

    This report contains aggregate data on costs for all schools of medicine, osteopathy, dentistry, optometry, pharmacy, podiatry, veterinary medicine, and nursing, and the average education costs per student in these fields for a sample of schools during the 1972-73 academic year. Context for the study is provided by an appraisal of the educational…

  6. Integrating eLearning to Support Medical Education at the New University of Botswana School of Medicine

    ERIC Educational Resources Information Center

    Kebaetse, Masego B.; Nkomazana, Oathokwa; Haverkamp, Cecil

    2014-01-01

    Since the enrolment of its first cohort of students in 2009, the University of Botswana School of Medicine (UB SoM) has employed elearning as a key element to support and strengthen its model of decentralised medical education. Significant investments have been made in setting up the physical infrastructure, and in acquiring relevant expertise to…

  7. An Exploratory Study of Women in the Health Professions Schools. Volume III: Women in Osteopathic Medicine.

    ERIC Educational Resources Information Center

    Urban and Rural Systems Associates, San Francisco, CA.

    As part of a larger study of the success and problems of women as applicants to and students in the schools of eight health professions, the study of osteopathic medicine involved interviews with administrators, faculty, and medical students. Its central purpose was to identify any characteristics of the profession--in its history, organization,…

  8. Evaluating the Effectiveness of a Senior Mentor Program: The University of Missouri-Columbia School of Medicine

    ERIC Educational Resources Information Center

    Hoffman, Kimberly G.; Gray, Peggy; Hosokawa, Michael C.; Zweig, Steven C.

    2006-01-01

    At the University of Missouri-Columbia School of Medicine, we developed a voluntary senior-mentor program, the Senior Teacher Educator Partnership (STEP), for first- and second-year medical students. Using qualitative research methods, we examined the impact of STEP on medical students' attitudes and then assessed the congruence of what is learned…

  9. The Teaching of Complementary and Alternative Medicine in U.S. Medical Schools: A Survey of Course Directors.

    ERIC Educational Resources Information Center

    Brokaw, James J.; Tunnicliff, Godfrey; Raess, Beat U.; Saxon, Dale W.

    2002-01-01

    Surveyed medical schools to gauge the current state of complementary and alternative medicine (CAM) instruction by gathering details about the specific topics being taught and the objectives behind the instruction. Found that a wide variety of topics are being taught under the umbrella of CAM; for the most part, the instruction appears to be…

  10. Children in school cafeterias select foods containing more saturated fat and energy than the Institute of Medicine recommendations.

    USDA-ARS?s Scientific Manuscript database

    In this study, we examined if children’s food selection met the School Meals Initiative (SMI) standards, and the recently released Institute of Medicine (IOM) recommendations. Mean food selection, plate waste, and food intake were also examined. Food intake of 2,049 4th-6th grade students were measu...

  11. Children in school cafeterias select foods containing more saturated fat and energy than the institute of medicine recommends.

    USDA-ARS?s Scientific Manuscript database

    In this study, we examined if children’s food selections met the School Meals Initiative (SMI) standards, and the recently released Institute of Medicine (IOM) recommendations. Mean food selection, plate waste, and food intake were also examined. Food intake of 2,049 4th-6th grade students were meas...

  12. Linking Medicine & Education for the Child with Special Needs. What We Know...How We Teach. [Videotape].

    ERIC Educational Resources Information Center

    Buehler, Bruce

    This 34-minute videotape on meeting the special medical needs of children is intended for use in staff development with special educators, regular educators, and school nurses serving children with special health care needs in inclusive school settings. Emphasis is on linking "what we know" in the field of medicine to "how we…

  13. History of Science and Medicine in Turkish History Secondary School Textbooks

    ERIC Educational Resources Information Center

    Karabag, S. Gulin

    2015-01-01

    In this paper, it is aimed to analyze the acquirements and topics in Turkish secondary school history textbooks that are published by the Ministry of National Education (MEB) and by the private sector to determine to what extend the place given to history of science and history of medicine. In the study, the document and content analysis…

  14. [Newly immigrant adolescents health and quality of life in Belgium: screening and prevention in school medicine].

    PubMed

    Renard, F; Martin, E; Cueva, C; Deccache, A

    2005-10-01

    Little is known so far about the health of newly immigrant adolescents. The present study aimed to evaluate their health and quality of life (QoL) and to reinforce prevention and health promotion in school medicine. One hundred and fifty-eight adolescents (mean age: 15,4 years) from 37 nationalities were included in the study in two health centers in Brussels. This study was carried out by medical records analysis and administration of a questionnaire about health and QoL (VSP-A) in several languages. The results showed adolescents in good physical health. Nevertheless their quality of life deteriorated over time in Belgium. The QoL was significantly lower for adolescents without social support: 48,0 (SD=13,5) vs 60,6 (SD=11,1) compared with adolescents with social support - i.e. with one resource person - on a scale from 0 to 100. Adolescents had many subjective health problems, like "the future" cited by half of them. This study shows the importance of developping a specific approach to newly immigrant adolescents health and the contribution of school medicine in the identification of biological, psychological and social needs and hightlights the preventive answers carried out by school medicine.

  15. [Medicine and society. Schools of thought in the health field].

    PubMed

    García, J C

    1983-01-01

    The article considers the answers given by different schools of thought to the fundamental questions about the degree of autonomy of medicine and the kind of articulation between medicine and society as a whole and in its "parts." The answers vary with the thinking in the different social sciences and the philosophic schools associated with them. The author divides his presentation in two broad chapters: The first covers schools of thought in the health field, and attempts to delineate the philosophical foundations underlying the principal current schools of thought in this field, without attempting a history of the philosophical schools or analyzing each of them in detail. Thus, two idealist currents are studied which have exerted great influence in the health field--neopositivism and neo-Kantianism--and marxism as the materialist school, which recognizes the primary of matter, nature, and objective reality, and views consciousness as a property of matter. The second chapter considers the theoretical contest now going on among the schools of thought discussed in the first chapter, which try to explain the relationship between medicine and the social structure; the effectiveness of medical action, and the social determinants of disease. Prior to the seventies, the author says, the dominant view of the autonomy of medicine, its effectiveness, the potential for social change of the medical institutions, and the benefits to health of economic development, was endorsed by the predominance of positivism among these schools of medical thought. The view that medicine was broadly autonomous and at the same level with other subsystems such as the economic, the political and the educational subsystems, assumed the possibility of changing society by an effort begun through any of these "sectors." The enormous growth of productive forces that took place in the developed capitalist countries during the fifties, and even more during the sixties, collided at the end of the latter decade with the existing social production relations, which checked the progress of the production forces and generated a series of challenges in civil society to the aims of economic development and the achievements of science in relation to the inequality of the distribution of wealth. In the health sector, this was a time of criticism of the positivist view and of pointing out the negative effects of medicalization, highlighting the ideological and self-perpetuating character of medical institutions, and proposals for the demedicalization of society.(ABSTRACT TRUNCATED AT 400 WORDS)

  16. Statistics of Universities, Colleges and Professional Schools, 1923-24. Bulletin, 1925, No. 45

    ERIC Educational Resources Information Center

    Bureau of Education, Department of the Interior, 1926

    1926-01-01

    For the school year 1923-24 reports were received from 913 universities, colleges, and professional schools. Of this number 144 are under public control and 769 under private control; 150 are independent professional schools. There are 165 schools of theology, 124 schools of law, 80 schools of medicine, 43 schools of dentistry, 63 schools of…

  17. 1492--the medical consequences.

    PubMed

    Camargo, C A

    1994-06-01

    This discussion was selected from the weekly staff conferences in the Department of Medicine, University of California, San Francisco. Taken from a transcription, it has been edited by Nathan M. Bass, MD, PhD, Associate Professor of Medicine, under the direction of Lloyd H. Smith Jr, MD, Professor of Medicine and Associate Dean in the School of Medicine.

  18. [Social sciences, preventive medicine and medical education in Venezuela].

    PubMed

    Jaén, M H; Quezada, T

    1986-01-01

    The subject of this paper is the importance of preventive and social medicine in medical education; it presents a study based on an examination of the function of these subjects with particular reference to the Luís Razetti School of Medicine. The authors assert that, in the present state of medical education, the new physician is unprepared to deal with the country's real needs. The purposes of the medical school are to turn out personnel who can mesh effectively into the operations of health systems, to do research and identify health problems of the community, to participate in the framing of health policies, and to train teaching staff who are socially aware and thus in tune with the country's health policies. Despite much discussion and study of the subject, little has been done in practice. The authors state their views and assert that the universities must draw up the curricula for their medical schools with an eye to the needs of the countries and with emphasis on preventive and social medicine.

  19. Elements related to attrition of women faculty at the University of Pittsburgh, School of Medicine: A case study

    NASA Astrophysics Data System (ADS)

    Gandhi, Pooja

    Recent studies have shown that the number of women faculty in academic medicine is much lesser than the number of women that are graduating from medical schools. Many academic institutes face the challenge of retaining talented faculty and this attrition from academic medicine prevents career advancement of women faculty. This case study attempts to identify some of the reasons for dissatisfaction that may be related to the attrition of women medical faculty at the University of Pittsburgh, School of Medicine. Data was collected using a job satisfaction survey, which consisted of various constructs that are part of a faculty's job and proxy measures to gather the faculty's intent to leave their current position at the University of Pittsburgh or academic medicine in general. The survey results showed that although women faculty were satisfied with their job at the University of Pittsburgh, there are some important factors that influenced their decision of potentially dropping out. The main reasons cited by the women faculty were related to funding pressures, work-life balance, mentoring of junior faculty and the amount of time spent on clinical responsibilities. The analysis of proxy measures showed that if women faculty decided to leave University of Pittsburgh, it would most probably be due to better opportunity elsewhere followed by pressure to get funding. The results of this study aim to provide the School of Medicine at the University of Pittsburgh with information related to attrition of its women faculty and provide suggestions for implications for policy to retain their women faculty.

  20. Addressing medical school diversity through an undergraduate partnership at Texas A&M Health Science Center: a blueprint for success.

    PubMed

    Parrish, Alan R; Daniels, Dennis E; Hester, R Kelly; Colenda, Christopher C

    2008-05-01

    Imperative to increasing diversity in the physician workforce is increasing the pool of qualified underrepresented minority applicants to medical schools. With this goal in mind, the Texas A&M Health Science Center College of Medicine (A&M College of Medicine) has partnered with Prairie View A&M University (PVAMU), a historically black college and university that is a component of the Texas A&M university system, to develop the undergraduate medical academy (UMA). The UMA was established by legislative mandate in 2003 and is a state-funded program. The authors describe the development of partnership between the A&M College of Medicine and PVAMU, focusing on the key attributes that have been identified for success. The administrative structure of the UMA ensures that the presidents of the two institutions collaborate to address issues of program oversight and facilitates a direct relationship between the dean and associate dean for academic affairs of A&M College of Medicine and the director of the UMA to define the program objectives and structure. The authors delineate the admission process to the UMA, as well as the academic requirements of the program. Students attend lecture series during the academic year and participate in summer programs on the A&M College of Medicine campus in addition to receiving intensive academic counseling and opportunities for tutoring in several subjects. The authors also describe the initial success in medical school admissions for UMA students. This partnership provides a model blueprint that can be adopted and adapted by other medical schools focused on increasing diversity in medicine.

  1. Impact of the Purdue University School of Veterinary Medicine's Boiler Vet Camp on participants' knowledge of veterinary medicine.

    PubMed

    Weisman, James L; Amass, Sandra F; Warren, Joshua D

    2011-04-01

    To assess whether Boiler Vet Camp, a 7-day residential summer camp for students entering eighth or ninth grade in the fall, would increase participants' understanding of career options in the veterinary profession, increase understanding of the science of veterinary medicine, or increase the number of students stating that they intended to apply to the Purdue University School of Veterinary Medicine. Survey. 48 individuals attending the 2009 Boiler Vet Camp. Information on participant demographics was obtained from camp applications. A questionnaire was administered on the first and sixth days of camp, and results were analyzed to identify changes in responses over time. More campers correctly answered questions designed to evaluate knowledge of the veterinary profession and 10 of 12 questions designed to evaluate specific knowledge of the science of veterinary medicine on day 6, compared with day 1. Remarkable differences were not observed among gender or race-ethnicity groups for these questions. There was no significant difference between percentages of campers who stated that they would apply to Purdue before and after camp. Significantly more Caucasian campers stated they would apply to Purdue on both day 1 and day 6, compared with campers from under-represented minority groups. Results indicated that the Boiler Vet Camp accomplished 2 of its 3 planned objectives, suggesting that such camps can be successfully used to increase knowledge of the veterinary profession among middle school students. Reasons for the low percentage of participants from underrepresented minorities who indicated they would apply to the Purdue University School of Veterinary Medicine require further exploration.

  2. Curricular and extracurricular activities of medical students during war, Zagreb University School of Medicine, 1991-1995.

    PubMed

    Gluncić, V; Pulanić, D; Prka, M; Marusíc, A; Marusíc, M

    2001-01-01

    War, as a major human disaster, affects many aspects of life, including medical education. This report describes curricular and extracurricular activities of the students at the Zagreb University School of Medicine during the wars in Croatia and neighboring Bosnia and Herzegovina. Although condensed versions of the curricula were prepared in case of a major breakdown in civilian life, the school maintained the continuity and quality of its curriculum throughout the war. Students engaged in extracurricular activities related to medical aspects of the war, including organization of resuscitation and first aid courses, collecting medical documentation on war victims, humanitarian help to refugees, and peace-promoting activities. Some students joined mobile surgical teams on the battlefronts. After army service, most of them returned to the school and successfully continued with their studies. The school also accepted guest-students from other new states emerged from former Yugoslavia. The authors found that the students' engagement in extracurricular activities related to medicine was enormously beneficial both to the psychological well-being of the students and to the region's peace-building efforts.

  3. Academic family medicine in Canada.

    PubMed Central

    Hennen, B K

    1993-01-01

    Fifty years ago family practice in Canada had no academic presence. Stimulated by a number of general practitioners and with the support of the Canadian Medical Association, the College of General Practitioners of Canada (CGPC) was founded in 1954. In 1962, conferences on education for general practice attended by the Association of Canadian Medical Colleges and the CGPC led to pilot postgraduate residencies in family practice supported by Department of National Health and Welfare. The first certification examination was held in 1969 and, by 1974, all Canadian medical schools had a family medicine residency program. Today departments of family medicine contribute substantially to undergraduate education in all 16 schools. In Canada, the medical profession, governments and the medical schools have demonstrated the importance they place on appropriate education for family physicians. PMID:8477381

  4. Arsenic Poisoning

    PubMed Central

    Gorby, Michael S.

    1988-01-01

    This discussion was selected from the weekly Grand Rounds in the Department of Medicine, University of New Mexico School of Medicine, Albuquerque. Taken from a transcription, it has been edited by Ralph C. Williams, Jr, MD, Professor and Chair of the Department of Medicine. Images PMID:3051677

  5. Curriculum for Undergraduate Education in Emergency Medicine.

    ERIC Educational Resources Information Center

    Brown, Charles G.; And Others

    1984-01-01

    As emergency medicine became a specialty, it was realized that traditional training of physicians in urgent, emergent, and acute care problems was deficient. Surveys and studies demonstrate that the emergency medicine curricula in American medical schools remains at a minimum. (MLW)

  6. Integrating Information Literacy and Evidence-Based Medicine Content within a New School of Medicine Curriculum: Process and Outcome.

    PubMed

    Muellenbach, Joanne M; Houk, Kathryn M; E Thimons, Dana; Rodriguez, Bredny

    2018-01-01

    This column describes a process for integrating information literacy (IL) and evidence-based medicine (EBM) content within a new school of medicine curriculum. The project was a collaborative effort among health sciences librarians, curriculum deans, directors, and faculty. The health sciences librarians became members of the curriculum committees, developed a successful proposal for IL and EBM content within the curriculum, and were invited to become course instructors for Analytics in Medicine. As course instructors, the librarians worked with the other faculty instructors to design and deliver active learning class sessions based on a flipped classroom approach using a proprietary Information Mastery curriculum. Results of this collaboration may add to the knowledge base of attitudes and skills needed to practice as full faculty partners in curricular design and instruction.

  7. Essential Hypertension—Where Are We Going?

    PubMed Central

    Ives, Harlan E.

    1990-01-01

    This discussion was selected from the weekly staff conferences in the Department of Medicine, University of California, San Francisco. Taken from a transcription, it has been edited by Homer A. Boushey, MD, Professor of Medicine, and Nathan M. Bass, MD, PhD, Associate Professor of Medicine, under the direction of Lloyd H. Smith, Jr, MD, Professor of Medicine and Associate Dean in the School of Medicine. Images PMID:2244377

  8. New library building: Mercer University School of Medicine, Macon, Georgia.

    PubMed Central

    Rankin, J A; Bernard, G R

    1984-01-01

    The Mercer University School of Medicine (MUSM) enrolled its charter class in 1982. The curriculum is problem-based and adaptable to the learning needs of each student. MUSM is housed in a new building designed to support this unique educational program. Its library is an example of a comparatively small, but fully functional, medical school library. The planning process, design, and layout of the new library facility are described. Among its unique features are an integrated print and non-print collection, current periodical display space, and extensive use of task lighting. PMID:6733330

  9. Ectopic Cushing syndrome

    MedlinePlus

    ... 7/2017 Updated by: Brent Wisse, MD, Associate Professor of Medicine, Division of Metabolism, Endocrinology & Nutrition, University of Washington School of Medicine, Seattle, WA. Also reviewed by David ...

  10. Community intervention to improve knowledge and practices on commonly used drugs.

    PubMed

    Kafle, K K; Karkee, S B; Shrestha, N; Prasad, R R; Bhuju, G B; Das, P L; Chataut, B D

    2010-01-01

    World Health Organisation (WHO) estimates that about half of all medicines are inappropriately prescribed, dispensed and sold and about half of all patients fail to take their medicines properly. The overall objective of the study was improving use of medicines in the community by creating awareness among different target groups. It was a pre-post comparison of intervention implemented at the community level in purposively selected Bhaktapur District of Kathmandu Valley, Nepal. The study was conducted in the private schools of the study district. Twelve schools were randomly selected. Thereafter, students from 6-9 grades were listed from the selected schools. Then 15% of the total students in each grade were randomly selected to get six students from each grade of the each school, totaling 288 students. The households of the selected students served as the sample households for the study. Thus, there were 288 households sampled for the study. The intervention and the targeted intermediary groups consisted of a. training of schools teachers b. training of journalists c. interactive discussions of trained school teachers with school children using key messages and c. communication of key messages through the local F.M. radio, newspaper/magazine. There was a significant increase in correct knowledge on action of antibiotics and excellent knowledge on the methods of administration of antibiotics of households after the intervention. Similarly, there was a significant increase in knowledge on cough as a disease and a significant decrease in the use of cough medicines after intervention. There was also a significant increase in excellent knowledge on the sources of vitamins and a significant decrease in the use of vitamin/tonics after the intervention. The participation of intermediary groups eg. school teachers, journalists and school children in the implementation of intervention were successful. The groups have fulfilled the commitments in implementing the plan of action. The key messages have effectively reached the households, and the knowledge and practices of the community members in drug use have improved.

  11. The Availability and Delivery of Health Care to High School Athletes in Alabama.

    ERIC Educational Resources Information Center

    Culpepper, Michael I.

    1986-01-01

    A sports medicine survey of 119 public high schools in Alabama showed smaller schools at a disadvantage in offering health care for athletes relative to larger schools. Many schools rated the delivery and quality of medical care to the athletes as fair to very poor. (MT)

  12. An Exploratory Study of Women in the Health Professions Schools. Volume X: Bibliography and Annotated Bibliography.

    ERIC Educational Resources Information Center

    Urban and Rural Systems Associates, San Francisco, CA.

    The bibliography is part of an extensive study of the barriers to women's success in the schools and practice of eight health professions. It divides resources into 14 segments: one covers the health professions in general; one treats women and careers in general; one is devoted to each of eight health professions (medicine, osteopathic medicine,…

  13. Historical evidence for the origin of teaching hospital, medical school and the rise of academic medicine.

    PubMed

    Modanlou, H D

    2011-04-01

    Historical progression and the development of current teaching hospitals, medical schools and biomedical research originated from the people of many civilizations and cultures. Greeks, Indians, Syriacs, Persians and Jews, assembled first in Gondi-Shapur during the Sasanian empire in Persia, and later in Baghdad during the Golden Age of Islam, ushering the birth of current academic medicine.

  14. U.S. Air Force School of Aerospace Medicine Laboratory Sampling and Analysis Guide

    DTIC Science & Technology

    2016-11-15

    valuable information during the environmental health risk assessment.  EPA Integrated Risk Information System (IRIS). IRIS is a human health assessment...information for more than 550 chemical substances containing information on human health effects that may result from exposure to various substances in the...Crystalyn E. Brown November 2016 Air Force Research Laboratory 711th Human Performance Wing School of Aerospace Medicine

  15. The afterlife for retiring deans and other senior medical administrators.

    PubMed

    Tannen, Richard L

    2008-11-01

    Career options for individuals leaving the administrative role as dean of a school of medicine or other senior administrative positions are considered. Options discussed include retirement and a variety of other positions both within schools of medicines and in other venues. Many opportunities exist for a challenging and fulfilling career path after leaving the role as a senior administrator in an academic medical center.

  16. Weapons Storage Area Survey of Munitions Storage Igloos at Medina Annex, San Antonio, Texas

    DTIC Science & Technology

    2013-11-13

    School of Aerospace Medicine Occupational and Environmental Health Department Consultative Services Division/OEC 2510 Fifth St. Wright-Patterson AFB...a. Purpose: The United States Air Force School of Aerospace Medicine, Occupational and Environmental Health Department, Radiation Health ...Attachment 3 with other pertinent regulatory issues. c. Survey Personnel: (1) Health Physicist, Air Force Safety Center (2) Health Physicist, USAFSAM

  17. College Graduate with NCI Internship Gains Experience, Carries Chemistry into Medicine | Poster

    Cancer.gov

    For Jennifer Marshall, the skills learned through an internship at the National Cancer Institute (NCI) at Frederick have prepared her for the next step of her life—medical school. Marshall, who will be attending the West Virginia University School of Medicine in the fall, spent three summers in NCI at Frederick’s Summer Internship Program expanding her love and passion for

  18. Women's Careers in Biomedical Sciences: Implications for the Economy, Scientific Discovery, and Women's Health.

    PubMed

    Plank-Bazinet, Jennifer L; Heggeness, Misty L; Lund, P Kay; Clayton, Janine Austin

    2017-05-01

    While women have been well represented in medical school and biomedical doctoral degree programs, they do not comprise half of academic medicine faculty positions. Furthermore, there is a significant paucity of women in academic medicine leadership positions, as evidenced by the fact that only 16% of dean positions at United States Medical schools are filled by women. In this commentary, the authors review the state of women in academic medicine and argue that increased representation of women in the academic workforce will lead to economic gains, increased scientific discovery, and improvements to women's health.

  19. Women's Careers in Biomedical Sciences: Implications for the Economy, Scientific Discovery, and Women's Health

    PubMed Central

    Heggeness, Misty L.; Lund, P. Kay; Clayton, Janine Austin

    2017-01-01

    Abstract While women have been well represented in medical school and biomedical doctoral degree programs, they do not comprise half of academic medicine faculty positions. Furthermore, there is a significant paucity of women in academic medicine leadership positions, as evidenced by the fact that only 16% of dean positions at United States Medical schools are filled by women. In this commentary, the authors review the state of women in academic medicine and argue that increased representation of women in the academic workforce will lead to economic gains, increased scientific discovery, and improvements to women's health. PMID:27509297

  20. 1492—The Medical Consequences

    PubMed Central

    Camargo, Carlos A.

    1994-01-01

    This discussion was selected from the weekly staff conferences in the Department of Medicine, University of California, San Francisco. Taken from a transcription, it has been edited by Nathan M. Bass, MD, PhD, Associate Professor of Medicine, under the direction of Lloyd H. Smith Jr, MD, Professor of Medicine and Associate Dean in the School of Medicine. Images PMID:7519808

  1. Interprofessional student education: exchange program between Albert Einstein College of Medicine and Pacific College of Oriental Medicine.

    PubMed

    Anderson, Belinda J; Herron, Patrick D; Downie, Sherry A; Myers, Daniel C; Milan, Felise B; Olson, Todd R; Kligler, Ben E; Sierpina, Victor S; Kreitzer, Mary Jo

    2012-01-01

    The growing popularity of complementary and alternative medicine (CAM), of which estimated 38% of adults in the United States used in 2007, has engendered changes in medical school curricula to increase students' awareness of it. Exchange programs between conventional medical schools and CAM institutions are recognized as an effective method of interprofessional education. The exchange program between Albert Einstein College of Medicine (Einstein, Yeshiva University) and Pacific College of Oriental Medicine, New York campus (PCOM-NY) is in its fifth year and is part of a broader relationship between the schools encompassing research, clinical training, interinstitutional faculty and board appointments, and several educational activities. The Einstein/PCOM-NY student education exchange program is part of the Einstein Introduction to Clinical Medicine Program and involves students from Einstein learning about Chinese medicine through a lecture, the experience of having acupuncture, and a four-hour preceptorship at the PCOM outpatient clinic. The students from PCOM learn about allopathic medicine training through an orientation lecture, a two-and-a-half-hour dissection laboratory session along side Einstein student hosts, and a tour of the clinical skills center at the Einstein campus. In the 2011/2012 offering of the exchange program, the participating Einstein and PCOM students were surveyed to assess the educational outcomes. The data indicate that the exchange program was highly valued by all students and provided a unique learning experience. Survey responses from the Einstein students indicated the need for greater emphasis on referral information, which has been highlighted in the literature as an important medical curriculum integrative medicine competency. Copyright © 2012 Elsevier Inc. All rights reserved.

  2. A Course on Terror Medicine: Content and Evaluations.

    PubMed

    Cole, Leonard A; Natal, Brenda; Fox, Adam; Cooper, Arthur; Kennedy, Cheryl A; Connell, Nancy D; Sugalski, Gregory; Kulkarni, Miriam; Feravolo, Michael; Lamba, Sangeeta

    2016-02-01

    The development of medical school courses on medical responses for disaster victims has been deemed largely inadequate. To address this gap, a 2-week elective course on Terror Medicine (a field related to Disaster and Emergency Medicine) has been designed for fourth year students at Rutgers New Jersey Medical School in Newark, New Jersey (USA). This elective is part of an overall curricular plan to broaden exposure to topics related to Terror Medicine throughout the undergraduate medical education. A course on Terror Medicine necessarily includes key aspects of Disaster and Emergency Medicine, though the converse is not the case. Courses on Disaster Medicine may not address features distinctively associated with a terror attack. Thus, a terror-related focus not only assures attention to this important subject but to accidental or naturally occurring incidents as well. The course, implemented in 2014, uses a variety of teaching modalities including lectures, videos, and tabletop and hands-on simulation exercises. The subject matter includes biological and chemical terrorism, disaster management, mechanisms of injury, and psychiatry. This report outlines the elective's goals and objectives, describes the course syllabus, and presents outcomes based on student evaluations of the initial iterations of the elective offering. All students rated the course as "excellent" or "very good." Evaluations included enthusiastic comments about the content, methods of instruction, and especially the value of the simulation exercises. Students also reported finding the course novel and engaging. An elective course on Terror Medicine, as described, is shown to be feasible and successful. The student participants found the content relevant to their education and the manner of instruction effective. This course may serve as a model for other medical schools contemplating the expansion or inclusion of Terror Medicine-related topics in their curriculum.

  3. Hierarchy as a barrier to advancement for women in academic medicine.

    PubMed

    Conrad, Peter; Carr, Phyllis; Knight, Sharon; Renfrew, Megan R; Dunn, Mary B; Pololi, Linda

    2010-04-01

    Research on barriers to professional advancement for women in academic medicine has not adequately considered the role of environmental factors and how the structure of organizations affects professional advancement and work experiences. This article examines the impact of the hierarchy, including both the organization's hierarchical structure and professionals' perceptions of this structure, in medical school organization on faculty members' experience and advancement in academic medicine. As part of an inductive qualitative study of faculty in five disparate U.S. medical schools, we interviewed 96 medical faculty at different career stages and in diverse specialties, using in-depth semistructured interviews, about their perceptions about and experiences in academic medicine. Data were coded and analysis was conducted in the grounded theory tradition. Our respondents saw the hierarchy of chairs, based on the indeterminate tenure of department chairs, as a central characteristic of the structure of academic medicine. Many faculty saw this hierarchy as affecting inclusion, reducing transparency in decision making, and impeding advancement. Indeterminate chair terms lessen turnover and may create a bottleneck for advancement. Both men and women faculty perceived this hierarchy, but women saw it as more consequential. The hierarchical structure of academic medicine has a significant impact on faculty work experiences, including advancement, especially for women. We suggest that medical schools consider alternative models of leadership and managerial styles, including fixed terms for chairs with a greater emphasis on inclusion. This is a structural reform that could increase opportunities for advancement especially for women in academic medicine.

  4. 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

  5. Baylor College of Medicine's support of Tulane University School of Medicine following Hurricane Katrina.

    PubMed

    Searle, Nancy S

    2007-08-01

    The authors describe how Baylor College of Medicine (BCM), with three other Texas medical schools, "adopted" virtually all the 620 medical students and 526 house officers of Tulane University School of Medicine and continued their education for eight months after most of New Orleans, including Tulane, was flooded on August 29, 2005, after Hurricane Katrina. Soon after, BCM's president asked all senior staff to take whatever actions were necessary to sustain Tulane, and on September 7, leaders from BCM and three other Texas medical schools met to plan the relocation of Tulane's students and programs. The authors explain how problems were overcome (e.g., locating the scattered Tulane students and staff, finding them lodging, obtaining their records, and providing financial aid and counseling), and how high-quality educational experiences were maintained for both Tulane's and BCM's students and residents while assisting Tulane's faculty in numerous ways, helping Tulane plan the enrollment of its following year's students, and undergoing Liaison Committee for Medical Education and Accreditation Council on Graduate Medical Education site visits to BCM. After the BCM-Tulane experience, BCM developed a disaster-management plan (available online) that could help other schools as they plan for disasters. The authors also offer lessons learned in the areas of communication, cooperation, curriculum, collaboration, contact with accrediting bodies, and compassion. They close by stating that when BCM faculty are asked "how could you take Tulane's medical school in?" their response is, "how could we not?" They continue: "In medical education, a frequent discussion is how to teach humanism and professionalism; we teach it best by modeling it."

  6. Triggers of Violence in New Religious Movements

    DTIC Science & Technology

    2012-12-01

    school examinations.41 Afterwards, he met someone, married, and even had children. He then opened an herbal medicine shop, but was ultimately arrested...for selling fake medicines . His arrest sent him into bankruptcy, and he began looking into “fortune telling, Taoist medicine , and related expressions

  7. Poor representation of Blacks, Latinos, and Native Americans in medicine.

    PubMed

    Rodriguez, José E; Campbell, Kendall M; Adelson, Wendi J

    2015-04-01

    In this article, the authors discuss how various systems in medicine are limiting representation of blacks, Latinos, and Native Americans. Flat and decreasing percentages of Underrepresented Minorities in Medicine (URMM), especially in the black and Native American populations, is concerning for family medicine since members from URMM groups care for minority and underserved populations in greater numbers. Underrepresentation is not only noted in the medical community but also in our medical schools when it comes to numbers of URMM faculty. The changing definition of "disadvantaged" in medical school admissions has also played a part in limiting URMM representation. In addition, the Medical College Admissions Test (MCAT) excludes black, Latino, and Native American students in greater numbers. The authors support these arguments with evidence from the medical literature. Although unintentional, these systems effectively limit representation of blacks, Latinos, and Native Americans in medicine. Effective changes are suggested and can be implemented to ensure that URMM individuals have equal representation in careers in medicine.

  8. Statistics of Universities Colleges and Professional Schools, 1927-28. Bulletin, 1929, No. 38

    ERIC Educational Resources Information Center

    Phillips, Frank M.

    1930-01-01

    This report contains statistics of 1,076 universities, colleges, and professional schools for the school year ending in June, 1928. Of this number, 226, are under public control and 850 are under private control. Included in these two groups are 176 schools of theology, 136 schools of law, 73 schools of medicine, 41 schools of dentistry, 66…

  9. Cushing syndrome due to adrenal tumor

    MedlinePlus

    ... 7/2017 Updated by: Brent Wisse, MD, Associate Professor of Medicine, Division of Metabolism, Endocrinology & Nutrition, University of Washington School of Medicine, Seattle, WA. Also reviewed by David ...

  10. [The Veterinary Historical Museum at the Hannover School of Veterinary Medicine--history, conception, duties and problems].

    PubMed

    Schäffer, J

    1994-08-01

    The Veterinary Historical Museum at the School of Veterinary Medicine was founded in 1973. It is the only museum of this kind in Germany at the moment this is open to the public. More than 600 exhibits give information on the history of the School of Veterinary Medicine since 1778 as well as on the development of the different veterinary working fields and the diagnosis and treatment methods during the last centuries. The academic collection contains about 2500 objects that keep the veterinary cultural possessions out of the areas: science, practices, administration and personal sphere. A certain military historical collection also belongs to the museum, the so-called "Sammlung Wens". The Institute for Veterinary History is responsible for the administration and the maintenance of the museum. Like in every other museum it was and is still tried to fulfill the basic tasks of museum work, there are: collecting, keeping, exhibiting, exploring and teaching. These working fields leave a lot of problems due to the "hermaphroditic" position of the museum as a part of the School of Veterinary Medicine on the one hand and as a public museum on the other hand. The result is that the museum has neither specialist staff nor an independent budget until today. A guided tour in the museum and the critical representation of its tasks explain a stalemate situation that should absolutely be avoided at the conception of a future museum for veterinary medicine as it is planned in Berlin.

  11. Faculty Development for Medical School Community-Based Faculty: A Council of Academic Family Medicine Educational Research Alliance Study Exploring Institutional Requirements and Challenges.

    PubMed

    Drowos, Joanna; Baker, Suzanne; Harrison, Suzanne Leonard; Minor, Suzanne; Chessman, Alexander W; Baker, Dennis

    2017-08-01

    Community-based faculty play a large role in training medical students nationwide and require faculty development. The authors hypothesized that positive relationships exist between clerkships paying preceptors and requiring faculty development, and between protected clerkship directors' time and delivering face-to-face preceptor training, as well as with the number or length of community-based preceptor visits. Through under standing the quantity, delivery methods, barriers, and institutional support for faculty development provided to community-based preceptors teaching in family medicine clerkships, best practices can be developed. Data from the 2015 Council of Academic Family Medicine's Educational Research Alliance survey of Family Medicine Clerkship Directors were analyzed. The cross-sectional survey of clerkship directors is distributed annually to institutional representatives of U.S. and Canadian accredited medical schools. Survey questions focused on the requirements, delivery methods, barriers, and institutional support available for providing faculty development to community-based preceptors. Paying community-based preceptors was positively correlated with requiring faculty development in family medicine clerkships. The greatest barrier to providing faculty development was community-based preceptor time availability; however, face-to-face methods remain the most common delivery strategy. Many family medicine clerkship directors perform informal or no needs assessment in developing faculty development topics for community-based faculty. Providing payment to community preceptors may allow schools to enhance faculty development program activities and effectiveness. Medical schools could benefit from constructing a formal curriculum for faculty development, including formal preceptor needs assessment and program evaluation. Clerkship directors may consider recruiting and retaining community-based faculty by employing innovative faculty development delivery methods.

  12. Agreement between the University of Medicine and Dentistry of New Jersey and the School of Health Related Professions Faculty, July 1, 1986-June 30, 1989.

    ERIC Educational Resources Information Center

    University of Medicine and Dentistry of New Jersey, Newark.

    The collective bargaining agreement between the University of Medicine and Dentistry of New Jersey and the School of Health Related Professions Faculty, an affiliate of the American Association of University Professors (AAUP), covering the period July 1, 1986 through June 30, 1989, is presented. Topics covered include the following: preamble;…

  13. The Roles of the Bone Marrow Microenvironment in Controlling Tumor Dormancy

    DTIC Science & Technology

    2015-10-01

    Shiozawa, M.D., Ph.D. CONTRACTING ORGANIZATION: Wake Forest School of Medicine Ann Arbor, MI 48109 REPORT DATE: October 2015 TYPE OF REPORT...PERFORMING ORGANIZATION REPORT NUMBER Wake Forest University Health Sciences Medical Center Blvd. Winston-Salem NC 27157 9. SPONSORING... Wake Forest School of Medicine as of 03/01/15. The PI obtained the necessary institutional approvals (IACUC, IRB, IBC) and submitted the grant

  14. Small Schools in Rural India: "Exclusion" and "Inequity" in Hierarchical School System

    ERIC Educational Resources Information Center

    Diwan, Rashmi

    2015-01-01

    Small schools have enjoyed rich traditions in the history of education. The Vedic-age gurukula small schools, an abode for children of the privileged few, followed a structured curriculum in the teaching of religion, scriptures, philosophy, literature, warfare, medicine, astrology and history. The rigvedic small schools, which were more…

  15. Medical student debt at the Christchurch School of Medicine. The New Zealand Wellbeing, Intentions, Debt and Experiences (WIDE) survey of medical students pilot study. Results part I.

    PubMed

    Gill, D; Palmer, C; Mulder, R; Wilkinson, T

    2001-10-26

    To determine the level and sources of medical student debt at the Christchurch School of Medicine. A questionnaire, The New Zealand Wellbeing, Intentions, Debt, and Experiences (WIDE) Survey of Medical Students, was developed and administered to all 204 medical students at the Christchurch School of Medicine and Health Sciences. Included were questions on student demographics, sources and levels of debt, parental financial support, and student perceptions of their debt. The response rate was 88%. International students, whose debt was with an overseas government, and students with mortgages were excluded from the data analysis. The combined total debt for the remaining 165 students was $7775000 with $6290000 (81%) owed to the Government Students Loans scheme. One quarter of 6th year medical students had a debt over $83250, 50% had a debt over $70000, and 75% had a debt over $50000. Student allowances were inaccessible to 64% of 4th and 5th year students and part-time employment during term-time was common. Lack of funds was reported to impair full participation in the medical course. The majority of medical students at the Christchurch School of Medicine accumulate high levels of debt, mainly dtrough the Government Student Loans scheme, during their medical training.

  16. Teaching Computer Science to Health Professionals.

    ERIC Educational Resources Information Center

    Safir, Aran; And Others

    1981-01-01

    In 1971 the National Library of Medicine underwrote the promotion of computer technology integration into clinical medicine by providing graduate-level training for faculty members in the health sciences. The experience of the Mount Sinai School of Medicine in the implementation of an NLM training grant is reported. (MLW)

  17. The Impact of Legal Medicine Education on Medical Students' Attitudes toward Law.

    ERIC Educational Resources Information Center

    LeBlang, Theodore R.; And Others

    1985-01-01

    Physicians' negative attitudes toward law and the legal system derive from the lack of understanding of basic legal principles relating to medical practice. The impact of required curriculum programing in legal medicine at Southern Illinois University School of Medicine is assessed. (Author/MLW)

  18. Teaching Evidence-Based Medicine: A Regional Dissemination Model.

    ERIC Educational Resources Information Center

    Leipzig, Rosanne M.; Wallace, Eleanor Z.; Smith, Lawrence G.; Sullivant, Jean; Dunn, Kathel; McGinn, Thomas

    2003-01-01

    Described and evaluated an interactive course designed to create a cadre of medical school faculty in New York who could integrate evidence-based medicine into their training programs. Findings for representatives of 30 internal medicine residency programs show the usefulness of the regional dissemination model used. (SLD)

  19. Widening access? Characteristics of applicants to medical and dental schools, compared with UCAS.

    PubMed

    Gallagher, J E; Niven, V; Donaldson, N; Wilson, N H F

    2009-11-14

    The aim of this paper is to compare the demography (age, sex, ethnicity, social status) and academic experience (school type, tariff scores) of focused and successful applicants to preclinical dentistry with preclinical medicine, and with higher education in general in the UK. Retrospective analyses of anonymised University and College Admissions Services (UCAS) data for focused applicants whose preferred subject was preclinical dentistry or medicine, and accepted (successful) applicants to the same programmes in 2006. These data were compared with publicly available data on applicants and accepted applicants through UCAS. Information for each medical, dental and general UCAS applicant included age, sex, ethnicity, socio-economic group, region, school type and tariff score. Logistic regression was used to model the probability of being accepted in relation to all explanatory variables and interactions. In total there were 2,577 focused applicants to dentistry; 1,114 applicants were accepted, 4% (n = 46) of whom did not have it as their preferred subject choice. There were seven times as many focused applicants for medicine (18,943) when compared with dentistry; 8,011 applicants were accepted, 2.7% of whom did not have medicine as their preferred subject choice (n = 218). Just over half of the applicants to dentistry were from minority ethnic backgrounds (50.5%), exceeding medicine (29.5%), and higher education in general (19%). The proportion of female applicants was similar across all three groups at around 55%. Only one fifth (21%) of focused applicants to dentistry were mature compared with one third (33%) to medicine and one quarter (25.5%) of all UCAS applicants. Greater proportions of applicants to medicine (25.8%) and dentistry (23.5%) were from upper socio-economic backgrounds, compared with higher education in general (15.5%). When all other factors are controlled, the odds of being accepted for medicine, and for dentistry, are lower if mature, male, from a lower social class, from a minority ethnic group and have attended a further/higher education college. Focused and successful applicants for preclinical medicine and dentistry are more likely to be from higher social classes and a minority ethnic background than applicants to higher education in general. Dentistry attracts twice the level of Asian applicants as medicine and four times that of universities in general. Controlling for other factors, there is evidence that gender, ethnicity, maturity, and school type are associated with probability of acceptance for medicine and dentistry. Higher social status is particularly associated with acceptance for medicine. The implications of these findings are discussed in terms of widening access and social justice.

  20. Colorectal Cancer—A New Look at an Old Problem

    PubMed Central

    Toribara, Neil W.

    1994-01-01

    This discussion was selected from the weekly staff conferences in the Department of Medicine, University of California, San Francisco. Taken from a transcription, it has been edited by Nathan M. Bass, MD, PhD, Associate Professor of Medicine, under the direction of Lloyd H. Smith Jr. MD, Professor of Medicine and Associate Dean in the School of Medicine. Images PMID:7810127

  1. The ethics of improving African traditional medical practice: scientific or African traditional research methods?

    PubMed

    Nyika, Aceme

    2009-11-01

    The disease burden in Africa, which is relatively very large compared with developed countries, has been attributed to various factors that include poverty, food shortages, inadequate access to health care and unaffordability of Western medicines to the majority of African populations. Although for 'old diseases' knowledge about the right African traditional medicines to treat or cure the diseases has been passed from generation to generation, knowledge about traditional medicines to treat newly emerging diseases has to be generated in one way or another. In addition, the existing traditional medicines have to be continuously improved, which is also the case with Western scientific medicines. Whereas one school of thought supports the idea of improving medicines, be they traditional or Western, through scientific research, an opposing school of thought argues that subjecting African traditional medicines to scientific research would be tantamount to some form of colonization and imperialism. This paper argues that continuing to use African traditional medicines for old and new diseases without making concerted efforts to improve their efficacy and safety is unethical since the disease burden affecting Africa may continue to rise in spite of the availability and accessibility of the traditional medicines. Most importantly, the paper commends efforts being made in some African countries to improve African traditional medicine through a combination of different mechanisms that include the controversial approach of scientific research on traditional medicines.

  2. How Strong Medicine Saved Our Schools from Financial Ruin.

    ERIC Educational Resources Information Center

    Corona, Peter

    1989-01-01

    Six years ago, the Emery Unified School District (Emeryville, CA) teetered on the brink of bankruptcy. Hard work and frugal management by teachers, administrators, and the community saved the school district from financial ruin. (SI)

  3. Medical women of the West.

    PubMed Central

    Scully, A L

    1988-01-01

    The presence in the West of women physicians with degrees from regular medical schools spans a period of approximately 130 years. Women's Medical College of Pennsylvania graduated many of these early women physicians. The first woman medical graduate of a western school was Lucy M. Field Wanzer, who finished in 1876 at the Department of Medicine, University of California in San Francisco. Soon thereafter, schools that would become Stanford University and the Oregon Health Sciences University schools of medicine, as well as the newly founded University of Southern California, were contributing to the pool of women physicians. The University of Michigan Medical School, the first coeducational state medical school, also educated some of the western women physicians, who by 1910 numbered about 155. This regional account of the progress of women physicians as they strove to become an integral part of the profession emphasizes the familiar themes of altruism, ingenuity, and perseverance that characterized their efforts. Images PMID:3074578

  4. Medical School Factors That Prepare Students to Become Leaders in Medicine.

    PubMed

    Arnold, Louise; Cuddy, Paul G; Hathaway, Susan B; Quaintance, Jennifer L; Kanter, Steven L

    2018-02-01

    To identify medical school factors graduates in major leadership positions perceive as contributing to their leadership development. Using a phenomenological, qualitative approach, in August-November 2015 the authors conducted semistructured interviews with 48 medical leaders who were 1976-1999 baccalaureate-MD graduates of the University of Missouri-Kansas City School of Medicine (UMKC). At UMKC, they participated in longitudinal learning communities, the centerpiece for learning professional values and behaviors plus clinical skills, knowledge, and judgment, but received no formal leadership instruction. The authors subjected interview comments to directed, largely qualitative content analysis with iterative coding cycles. Most graduates said their experiences and the people at UMKC positively influenced their leadership growth. Medical school factors that emerged as contributing to that growth were the longitudinal learning communities including docents, junior-senior partners, and team experiences; expectations set for students to achieve; a clinically oriented but integrated curriculum; admission policies seeking students with academic and nonacademic qualifications; supportive student-student and student-faculty relationships; and a positive overall learning environment. Graduates viewed a combination of factors as best preparing them for leadership and excellence in clinical medicine; together these factors enabled them to assume leadership opportunities after graduation. This study adds medical leaders' perspective to the leadership development literature and offers guidance from theory and practice for medical schools to consider in shaping leadership education: Namely, informal leadership preparation coupled with extensive longitudinal clinical education in a nurturing, authentic environment can develop students effectively for leadership in medicine.

  5. A Retrospective Analysis of the Relationship Between Medical Student Debt and Primary Care Practice in the United States

    PubMed Central

    Phillips, Julie P.; Petterson, Stephen M.; Bazemore, Andrew W.; Phillips, Robert L.

    2014-01-01

    PURPOSE We undertook a study to reexamine the relationship between educational debt and primary care practice, accounting for the potentially confounding effect of medical student socioeconomic status. METHODS We performed retrospective multivariate analyses of data from 136,232 physicians who graduated from allopathic US medical schools between 1988 and 2000, obtained from the American Association of Medical Colleges Graduate Questionnaire, the American Medical Association Physician Masterfile, and other sources. Need-based loans were used as markers for socioeconomic status of physicians’ families of origin. We examined 2 outcomes: primary care practice and family medicine practice in 2010. RESULTS Physicians who graduated from public schools were most likely to practice primary care and family medicine at graduating educational debt levels of $50,000 to $100,000 (2010 dollars; P <.01). This relationship between debt and primary care practice persisted when physicians from different socioeconomic status groups, as approximated by loan type, were examined separately. At higher debt, graduates’ odds of practicing primary care or family medicine declined. In contrast, private school graduates were not less likely to practice primary care or family medicine as debt levels increased. CONCLUSIONS High educational debt deters graduates of public medical schools from choosing primary care, but does not appear to influence private school graduates in the same way. Students from relatively lower income families are more strongly influenced by debt. Reducing debt of selected medical students may be effective in promoting a larger primary care physician workforce. PMID:25384816

  6. Chancroid

    MedlinePlus

    ... one half of infected men have only a single ulcer. Women often have 4 or more ulcers. ... MD, PhD, Assistant Professor in Medicine, Harvard Medical School; Assistant in Medicine, Division of Infectious Disease, Department ...

  7. Hymenolepiasis

    MedlinePlus

    ... also called hymenolepiasis. Causes Hymenolepis live in warm climates and are common in the southern United States. ... MD, PhD, Assistant Professor in Medicine, Harvard Medical School; Assistant in Medicine, Division of Infectious Disease, Department ...

  8. Tropical sprue

    MedlinePlus

    ... than avoiding living in or traveling to tropical climates, there is no known prevention for tropical sprue. ... Clinical Professor of Medicine, The George Washington University School of Medicine, Washington, DC. Also reviewed by David ...

  9. Leprosy

    MedlinePlus

    ... countries worldwide, and in temperate, tropical, and subtropical climates. About 100 cases per year are diagnosed in ... MD, PhD, Assistant Professor in Medicine, Harvard Medical School; Assistant in Medicine, Division of Infectious Disease, Department ...

  10. Aspergillosis

    MedlinePlus

    ... airway blockage Respiratory failure When to Contact a Medical Professional Call your provider if you develop symptoms ... Vyas, MD, PhD, Assistant Professor in Medicine, Harvard Medical School; Assistant in Medicine, Division of Infectious Disease, ...

  11. 333 Cedar Street: an oral history. A chapter in the history of contemporary medicine.

    PubMed Central

    Viseltear, A. J.

    1985-01-01

    This paper contains excerpts and colloquies selected from interviews which will appear in a proposed book-length oral history of the Yale University School of Medicine. The book, which considers all the constituent members of the Yale academic medical community, is a statement about contemporary issues in medicine. Owing to space constraints, only excerpts from students appear in this paper. It is believed that these selections may be used as case studies to explore in depth issues of contemporary medical interest. The excerpts have been categorized into eight thematic clusters considering different aspects of premedical and medical school life. PMID:3892936

  12. Researcher Interview: Elaine Mardis

    Cancer.gov

    Elaine Mardis Ph.D., Professor of Medicine at Washington University School of Medicine, discusses her translational research applying genomics techniques to clinical trials, and forecasts the future of team science and cancer genomics.

  13. Creeping eruption

    MedlinePlus

    ... eruption is more common in countries with warm climates. In the United States, the Southeast has the ... MD, PhD, Assistant Professor in Medicine, Harvard Medical School; Assistant in Medicine, Division of Infectious Disease, Department ...

  14. Whipworm infection

    MedlinePlus

    ... the world, especially in countries with warm, humid climates. Some outbreaks have been traced to contaminated vegetables ( ... MD, PhD, Assistant Professor in Medicine, Harvard Medical School; Assistant in Medicine, Division of Infectious Disease, Department ...

  15. Evaluation of a task-based community oriented teaching model in family medicine for undergraduate medical students in Iraq.

    PubMed

    Al-Dabbagh, Samim A; Al-Taee, Waleed G

    2005-08-22

    The inclusion of family medicine in medical school curricula is essential for producing competent general practitioners. The aim of this study is to evaluate a task-based, community oriented teaching model of family medicine for undergraduate students in Iraqi medical schools. An innovative training model in family medicine was developed based upon tasks regularly performed by family physicians providing health care services at the Primary Health Care Centre (PHCC) in Mosul, Iraq. Participants were medical students enrolled in their final clinical year. Students were assigned to one of two groups. The implementation group (28 students) was exposed to the experimental model and the control group (56 students) received the standard teaching curriculum. The study took place at the Mosul College of Medicine and at the Al-Hadba PHCC in Mosul, Iraq, during the academic year 1999-2000. Pre- and post-exposure evaluations comparing the intervention group with the control group were conducted using a variety of assessment tools. The primary endpoints were improvement in knowledge of family medicine and development of essential performance skills. Results showed that the implementation group experienced a significant increase in knowledge and performance skills after exposure to the model and in comparison with the control group. Assessment of the model by participating students revealed a high degree of satisfaction with the planning, organization, and implementation of the intervention activities. Students also highly rated the relevancy of the intervention for future work. A model on PHCC training in family medicine is essential for all Iraqi medical schools. The model is to be implemented by various relevant departments until Departments of Family medicine are established.

  16. Elementary Fitness for Life in Action

    ERIC Educational Resources Information Center

    Phelps, Ashley Nicole; McLeod, Candice; Hodges-Kulinna, Pamela; Lorenz, Kent; Stylianou, Michalis

    2016-01-01

    The Institute of Medicine and SHAPE America, among other national and international organizations, are promoting comprehensive school physical activity programs or whole-of-school approaches to creating healthy and active schools. The purpose of this article is to briefly describe what a comprehensive school physical activity program (CSPAP) is,…

  17. Continued Effort and Success: An Urban Professional School Development Program

    ERIC Educational Resources Information Center

    Corrigan, Diane G.; Weber, Edward J.; Francis, Kiffany

    2013-01-01

    The PDS partnership between the Cleveland State University Master of Urban Secondary Teaching (MUST) program and the Cleveland School of Science and Medicine (CSSM) has an established history of preparing educators to teach in urban schools. Recently awarded the NAPDS Award for Exemplary Professional Development School Achievement, this…

  18. Medical student career intentions at the Christchurch School of Medicine. The New Zealand Wellbeing, Intentions, Debt and Experiences (WIDE) survey of medical students pilot study. Results part II.

    PubMed

    Gill, D; Palmer, C; Mulder, R; Wilkinson, T

    2001-10-26

    To record career preferences for medical students at the Christchurch School of Medicine and Health Sciences and investigate factors, including student debt, that might influence career decisions. A questionnaire, The New Zealand Wellbeing, Intentions, Debt, and Experiences (WIDE) Survey of Medical Students, was developed and administered to all 204 medical students at the Christchurch School of Medicine and Health Sciences. The survey included questions relating to preferred career intentions and factors influencing career decisions, including the decision to leave New Zealand to practise medicine. The response rate was 88%. 80% intend to practise medicine in New Zealand immediately after graduation, however 82% indicated that they would leave within two years of graduation. Financial opportunities overseas and level of debt were the strongest motivating factors to leave. Repayments towards student loans and increased salaries were factors that might retain people in New Zealand. Medical and surgical specialities were the most popular career choices. Personal interest was the strongest motivator for career choice. Practising in a rural community was not popular. Debt is one of a number of important factors influencing medical student career decisions including the decision to leave New Zealand. Initiatives addressing debt may be useful in retaining medical graduates in this country.

  19. Comparing ethics education in medicine and law: combining the best of both worlds.

    PubMed

    Egan, Erin A; Parsi, Kayhan; Ramirez, Cynthia

    2004-01-01

    This article compares various models of ethics education and how these models are employed by both medical schools and law schools. The authors suggest ways in which each profession can enhance their ethical teaching and argue that ethics education in both medicine and law should combine the best elements of each education model, thereby producing graduates who are more knowledgeable and appreciative of ethical issues in practice.

  20. C-STARS Baltimore Simulation Center Military Trauma Training Program: Training for High Performance Trauma Teams

    DTIC Science & Technology

    2013-09-19

    for October 2010 to September 2013 Air Force Research Laboratory 711th Human Performance Wing School of Aerospace Medicine Air Force...WORK UNIT NUMBER 7. PERFORMING ORGANIZATION NAME(S) AND ADDRESS(ES) USAF School of Aerospace Medicine Air Force Expeditionary Medical Skills...Patient denies any performance enhancers or herbal use. BP – 110/68, P 124, R –28 shallow, and sweating from exercise. Patient states he never

  1. Agreement between the University of Medicine and Dentistry of New Jersey and the Council of Chapters of the American Association of University Professors, July 1, 1983 to June 30, 1986.

    ERIC Educational Resources Information Center

    Rutgers, The State Univ., New Brunswick, NJ. School of Medicine.

    The collective bargaining agreement between the University of Medicine and Dentistry of New Jersey and the Council of Chapters (690 members) of the American Association of University Professors (AAUP) covering the period July 1, 1983-June 30, 1986 is presented. The agreement covers the New Jersey Medical School, New Jersey Dental School, Rutgers…

  2. Ayurveda in Argentina and other Latin American countries

    PubMed Central

    Berra, Jorge Luis; Molho, Rosana

    2010-01-01

    Over the past 20 years the Fundacion Salud de Ayurved Prema Argentina has spread the knowledge of Ayurveda throughout Latin America. The Fundacion is based in Buenos Aires in the Argentine Republic, where it now runs courses in two of the country’s major medical schools - at the School of Medicine of the University of Buenos Aires, and the National University of Cordoba’s School of Medicine. Based on an MoU with Gujarat Ayurveda University, at Jamnagar, Gujarat, the Fundacion has been accredited as a Collaborating Center for teaching, assistance and research in the field of Ayurvedic Medicine in Argentina. This has led to successful missions to other countries in the region where the Fundacion and its associates have been able to start dialogues with governments, and in places hold sizeable courses. The knowledge of Ayurveda is now spreading throughout South and Central America and hardly a country remains untouched by it. PMID:21547054

  3. The University of Oklahoma College of Medicine summer medical program for high school students.

    PubMed

    Larson, Jerome; Atkins, R Matthew; Tucker, Phebe; Monson, Angela; Corpening, Brian; Baker, Sherri

    2011-06-01

    To enhance diversity of applicants to University of Oklahoma College of Medicine, a Summer Medical Program for High School Students was started in 2009. This comprehensive pipeline program included sessions on applying to medical school, interaction with a panel of minority physicians and health care professionals role models, clinically oriented didactics taught by physician faculty, shadowing experiences in clinics and hospitals, and presentation of student research reports. Students' assessments in 2009 showed increased understanding of the medical school application process, the medical curriculum and the medical field, and an increase in students'likeliness to choose a medical career. Importance of long-term mentoring and follow-up with students to sustain their medical interests is discussed.

  4. 10 CFR 712.32 - Designated Physician.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... designation, of a physical, mental/personality disorder, or health condition that might affect his or her... school of medicine or osteopathy; (2) Have a valid, unrestricted state license to practice medicine in...

  5. Managing your chronic pain

    MedlinePlus

    ... Noninvasive treatments for low back pain - executive summary, comparative effectiveness review, number 169. Agency for Healthcare Research ... Didactic Curriculum, MEDEX Northwest Division of Physician Assistant Studies, Department of Family Medicine, UW Medicine, School of ...

  6. Medical education, global health and travel medicine: a modern student's experience.

    PubMed

    Tissingh, Elizabeth Khadija

    2009-01-01

    Today's medical student will practice medicine in a globalised world, where an understanding of travel medicine and global health will be vital. Students at UK medical schools are keen to learn more about these areas and yet receive little specific training. Tomorrow's doctors should be taught about global health and travel medicine if they are to be prepared to work in tomorrow's world.

  7. Effectiveness of preventive medicine education and its determinants among medical students in Malaysia.

    PubMed

    Anil, Shirin; Zawahir, Mohamed Shukry; Al-Naggar, Redhwan Ahmed

    2016-03-01

    Preventive medicine has been incorporated in the medical school curriculum, but its effectiveness and the factors that affect it are yet to be widely looked into in the context of Malaysia. We aimed to measure the familiarity with, perception about the importance to learn, and the ability to practice preventive medicine as well as its determinants among the medical students in Malaysia. Thus, a cross sectional study was conducted through an anonymous online survey among 387 randomly selected final year medical students of four large public medical schools in Malaysia from March to September 2014. Of the total sample, 340 (response rate 87.8%) gave a written informed consent and took part in the survey. The familiarity of the sample with preventive medicine was measured in 19 preventive medicine areas, and their perception about the importance of preventive medicine and their ability to practice it were gauged on a Likert scale (low score indicates disagreement and high indicates agreement). Descriptive statistical analysis was performed, followed by logistic regression. The mean age of the respondents was 23.7 (SD 0.77) years, and 61.2% (n = 208) of them were females. Results showed that 22.9% of the sample (n = 78) had a low familiarity with preventive medicine, whereas 76.8% (n = 261) had a high familiarity. The study sample specified that among all the preventive medicine subjects, screening and control as well as smoking cessation and immunization are "extremely important to learn." In univariable analysis, being a female, medical school, family size, and perception about the importance to learn preventive medicine were associated with the ability to practice it. In multivariable analysis, the perception towards the importance to learn preventive medicine was the only significant determinant: aOR (adjusted odds ratio) for those who "agreed" 17.28 (95% CI aOR 4.44-67.26, P < 0.001) and for "strongly agreed" 35.87 (95% CI aOR 8.04-159.87, P < 0.001). Considering these findings, the familiarity of medical students with preventive medicine should be increased. The perception about the importance to learn preventive medicine is a strong determinant for the ability to practice it.

  8. The Puerto Rico Journal of Public Health and Tropical Medicine (1925-1950): From a Health Department Bulletin to a UPR School of Tropical Medicine Scientific Journal.

    PubMed

    Mayo-Santana, Raúl

    2016-12-01

    This essay presents a history of the scientific journal of the University of Puerto Rico, School of Tropical Medicine (STM) under the auspices of Columbia University: The Puerto Rico Journal of Public Health and Tropical Medicine. This is the third article in a historical series about the STM, and includes supporting information relevant to the forthcoming articles on the school's scientific endeavors. This article is conceived as a history from the perspective of the literature of journal genre in the field of tropical medicine. The STM scientific journal, precursor of the Puerto Rico Health Sciences Journal, had five main stages. First (1925-1927), originated as an official bulletin of the Health Department (Porto Rico Health Review). Second (1927-1929), became a project of mutual collaboration between the Health Department and the STM, and the publication's title reflected the fields of public health and tropical medicine. Third (1929-1932), acquired a scientific focus as it changed to a quarterly science publication. Fourth (1932-1942), became a fully bilingual journal and acquired its definitive name. Fifth (1942-1950), the final phase in which the first Puerto Rican Director became the principal editor until the Journal's dissolution. The analysis of authorship and the content analysis of the topics of diseases, public health and basic sciences, clarify the history of tropical medicine during the first half of the 20th century in Puerto Rico. The article highlights major symbolic events that delve into the understanding of a collaborative exemplar of the modernity of medical science.

  9. Inadequate Progress for Women in Academic Medicine: Findings from the National Faculty Study

    PubMed Central

    Gunn, Christine M.; Kaplan, Samantha A.; Raj, Anita; Freund, Karen M.

    2015-01-01

    Abstract Background: Women have entered academic medicine in significant numbers for 4 decades and now comprise 20% of full-time faculty. Despite this, women have not reached senior positions in parity with men. We sought to explore the gender climate in academic medicine as perceived by representatives to the Association of American Medical Colleges (AAMC) Group on Women in Medicine and Science (GWIMS) and Group on Diversity and Inclusion (GDI). Methods: We conducted a qualitative analysis of semistructured telephone interviews with GWIMS and GDI representatives and other senior leaders at 24 randomly selected medical schools of the 1995 National Faculty Study. All were in the continental United States, balanced for public/private status and AAMC geographic region. Interviews were audiotaped, transcribed, and organized into content areas before an inductive thematic analysis was conducted. Themes that were expressed by multiple informants were studied for patterns of association. Results: Five themes were identified: (1) a perceived wide spectrum in gender climate; (2) lack of parity in rank and leadership by gender; (3) lack of retention of women in academic medicine (the “leaky pipeline”); (4) lack of gender equity in compensation; and (5) a disproportionate burden of family responsibilities and work-life balance on women's career progression. Conclusions: Key informants described improvements in the climate of academic medicine for women as modest. Medical schools were noted to vary by department in the gender experience of women, often with no institutional oversight. Our findings speak to the need for systematic review by medical schools and by accrediting organizations to achieve gender equity in academic medicine. PMID:25658907

  10. Inadequate progress for women in academic medicine: findings from the National Faculty Study.

    PubMed

    Carr, Phyllis L; Gunn, Christine M; Kaplan, Samantha A; Raj, Anita; Freund, Karen M

    2015-03-01

    Women have entered academic medicine in significant numbers for 4 decades and now comprise 20% of full-time faculty. Despite this, women have not reached senior positions in parity with men. We sought to explore the gender climate in academic medicine as perceived by representatives to the Association of American Medical Colleges (AAMC) Group on Women in Medicine and Science (GWIMS) and Group on Diversity and Inclusion (GDI). We conducted a qualitative analysis of semistructured telephone interviews with GWIMS and GDI representatives and other senior leaders at 24 randomly selected medical schools of the 1995 National Faculty Study. All were in the continental United States, balanced for public/private status and AAMC geographic region. Interviews were audiotaped, transcribed, and organized into content areas before an inductive thematic analysis was conducted. Themes that were expressed by multiple informants were studied for patterns of association. Five themes were identified: (1) a perceived wide spectrum in gender climate; (2) lack of parity in rank and leadership by gender; (3) lack of retention of women in academic medicine (the "leaky pipeline"); (4) lack of gender equity in compensation; and (5) a disproportionate burden of family responsibilities and work-life balance on women's career progression. Key informants described improvements in the climate of academic medicine for women as modest. Medical schools were noted to vary by department in the gender experience of women, often with no institutional oversight. Our findings speak to the need for systematic review by medical schools and by accrediting organizations to achieve gender equity in academic medicine.

  11. Important Skills for Internship and the Fourth-Year Medical School Courses to Acquire Them: A National Survey of Internal Medicine Residents.

    PubMed

    Pereira, Anne G; Harrell, Heather E; Weissman, Arlene; Smith, Cynthia D; Dupras, Denise; Kane, Gregory C

    2016-06-01

    To obtain feedback from internal medicine residents, a key stakeholder group, regarding both the skills needed for internship and the fourth-year medical school courses that prepared them for residency. This feedback could inform fourth-year curriculum redesign efforts. All internal medicine residents taking the 2013-2014 Internal Medicine In-Training Examination were asked to rank the importance of learning 10 predefined skills prior to internship and to use a dropdown menu of 11 common fourth-year courses to rank the 3 most helpful in preparing for internship. The predefined skills were chosen based on a review of the literature, a national subinternship curriculum, and expert consensus. Chi-square statistics were used to test for differences in responses between training levels. Of the 24,820 internal medicine residents who completed the exam, 20,484 (83%) completed the survey, had complete identification numbers, and consented to have their responses used for research. The three skills most frequently rated as very important were identifying when to seek additional help and expertise, prioritizing clinical tasks and managing time efficiently, and communicating with other providers around care transitions. The subinternship/acting internship was most often selected as being the most helpful course in preparing for internship. These findings indicate which skills and fourth-year medical school courses internal medicine residents found most helpful in preparing for internship and confirm the findings of prior studies highlighting the perceived value of subinternships. Internal medicine residents and medical educators agree on the skills students should learn prior to internship.

  12. Comparing National Institutes of Health funding of emergency medicine to four medical specialties.

    PubMed

    Bessman, Sara C; Agada, Noah O; Ding, Ru; Chiang, Wesley; Bernstein, Steven L; McCarthy, Melissa L

    2011-09-01

    The purpose of this study was to compare National Institutes of Health (NIH) funding received in 2008 by emergency medicine (EM) to the specialties of internal medicine, pediatrics, anesthesiology, and family medicine. The hypothesis was that EM would receive fewer NIH awards and less funding dollars per active physician and per medical school faculty member compared to the other four specialties. Research Portfolio Online Reporting Tools (RePORT) were used to identify NIH-funded grants to 125 of the 133 U.S. allopathic medical schools for fiscal year 2008 (the most recent year with all grant funding information). Eight medical schools were excluded because six were not open in 2008, one did not have a website, and one did not have funding data available by medical specialty. From RePORT, all grants awarded to EM, internal medicine, family medicine, anesthesiology, and pediatric departments of each medical school were identified for fiscal year 2008. The authors extracted the project number, project title, dollars awarded, and name of the principal investigator for each grant. Funds awarded to faculty in divisions of EM were accounted for by identifying the department of the EM division and searching for all grants awarded to EM faculty within those departments using the name of the principal investigator. The total number of active physicians per medical specialty was acquired from the Association of American Medical Colleges' 2008 Physician Specialty report. The total number of faculty per medical specialty was collected by two research assistants who independently counted the faculty listed on each medical school website. The authors compared the total number of NIH awards and total funding per 1,000 active physicians and per 1,000 faculty members by medical specialty. Of the 125 medical schools included in the study, 84 had departments of EM (67%). In 2008, NIH awarded over 9,000 grants and approximately $4 billion to the five medical specialties of interest. Less than 1% of the grants and funds were awarded to EM. EM had the second-lowest number of awards and funding per active physician, and the lowest number of awards and funding per faculty member. A higher percentage of grants awarded to EM were career development awards (26%, vs. a range of 11% to 19% for the other specialties) and cooperative agreements (26%, vs. 2% to 10%). In 2008, EM was the only specialty of the five not to have a fellowship or T32 training grant. EM had the lowest proportion of research project awards (42%, vs. 58% to 73%). Compared to internal medicine, pediatrics, anesthesiology, and family medicine, EM received the least amount of NIH support per active faculty member and ranked next to last for NIH support by active physician. Given the many benefits of research both for the specialty and for society, EM needs to continue to develop and support an adequate cohort of independent investigators. © 2011 by the Society for Academic Emergency Medicine.

  13. Addressing Student Burnout: What Medical Schools Can Learn From Business Schools.

    PubMed

    Pathipati, Akhilesh S; Cassel, Christine K

    2018-03-13

    Although they enter school with enthusiasm for a career in medicine, medical students in the United States subsequently report high levels of burnout and disillusionment. As medical school leaders consider how to address this problem, they can look to business schools as one source of inspiration. In this Commentary, the authors argue-based on their collective experience in both medical and business education-that medical schools can draw three lessons from business schools that can help reinvigorate students. First, medical schools should offer more opportunities and dedicated time for creative work. Engaging with diverse challenges promotes intellectual curiosity and can help students maintain perspective. Second, schools should provide more explicit training in resiliency and the management of stressful situations. Many business programs include formal training in how to cope with conflict and how to make high-stakes decisions whereas medical students are typically expected to learn those skills on the job. Finally, medical schools should provide better guidance on practical career considerations like income, lifestyle, and financial skills. Whether in medicine or business, students benefit from open discussions about their personal and professional goals. Medical schools must ensure students have an outlet for those conversations.

  14. [Religion and drug use by adolescents].

    PubMed

    Dalgalarrondo, Paulo; Soldera, Meire Aparecida; Corrêa Filho, Heleno Rodrigues; Silva, Cleide Aparecida M

    2004-06-01

    Many international studies show that religion is an important dimension modulating the use of alcohol and drugs by adolescents. to determine which religious variables are associated to frequent or heavy use of alcohol, tobacco and drugs among adolescents in intermediate and high schools in Campinas, Brazil. A cross-sectional study using a self-report anonymous questionnaire was administered to 2,287 students from a convenience sample of seven schools: five from central areas (two public and three private schools) and two public schools from the outskirts of the city, in 1998. The study analyzes data regarding the use of alcohol, tobacco, medicines, solvents, marijuana, cocaine and ecstasy. The religious variables included in the regression analysis were: religious affiliation, church attendance, self-assessed religiousness, and religious education in childhood. For the substances, nicotine, alcohol, marijuana, cocaine, ecstasy and "abuse of medicines" a logistic regression analysis for dicotomic answer was applied. The heavy use of at least one drug during the last month was more frequent among students that did not have a religious education during childhood. The use in the last month of cocaine, ecstasy and (abuse of) medicines was more frequent among those students that had no religion (cocaine and medicines) and that did not have a religious education during childhood (ecstasy and medicines). this study is consistent with previous investigations demonstrating a strong influence of religious variables over the use of drugs among adolescents. Interesting, it was found that no or weaker religious education during childhood was markedly associated with significant more use of drugs during adolescence.

  15. The Atlee School Question: The Effects of School Consolidation in Rural Alberta

    ERIC Educational Resources Information Center

    Boddington, Steven

    2010-01-01

    In the mid-1960s, a bitter dispute broke out between parents in the Atlee-Jenner School District in Southern Alberta Canada, and the Medicine Hat School Board over the bussing of children for the first time to a new school a long distance away. The move was precipitated by the consolidation of several smaller school districts and the subsequent…

  16. 32 CFR 242.8 - Academic, intellectual, and personal requirements for admission to the first-year class.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... the humanities and/or the social and behavioral sciences, for these disciplines complement the study... undertake successfully the study of medicine. (1) Academic requirements. Recognizing that Service medicine... gaining admission to the School, but a strong foundation in the sciences basic to the study of medicine is...

  17. 32 CFR 242.8 - Academic, intellectual, and personal requirements for admission to the first-year class.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... the humanities and/or the social and behavioral sciences, for these disciplines complement the study... undertake successfully the study of medicine. (1) Academic requirements. Recognizing that Service medicine... gaining admission to the School, but a strong foundation in the sciences basic to the study of medicine is...

  18. Medicine Ball for All: A Novel Program that Enhances Physical Fitness in School-Age Youths

    ERIC Educational Resources Information Center

    Faigenbaum, Avery; Mediate, Patrick

    2006-01-01

    This article provides an overview of medicine ball training. Specifically, it describes "Medicine Ball for All," a physical activity program designed to provide children and teenagers with a meaningful learning experience that is consistent with their developmental needs. The article focuses on developing a safe, successful, and inexpensive…

  19. A Qualitative Study of the "Doctor as Teacher" Principle in Naturopathic Medicine

    ERIC Educational Resources Information Center

    Adams, Matthew R.

    2017-01-01

    There is a field of complementary and alternative medicine known as naturopathic medicine. There are five naturopathic schools in the United States of America and two in Canada. Information regarding the practices and experiences of naturopathic physicians, especially relating to the principle of "doctor as teacher" is non-existent. The…

  20. 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.

  1. Dermatomyositis

    MedlinePlus

    ... Web site. rarediseases.org/rare-diseases/dermatomyositis/ . Accessed March 7, 2017. Review Date 2/8/2017 Updated by: Gordon A. Starkebaum, MD, Professor of Medicine, Division of Rheumatology, University of Washington School of Medicine, Seattle, WA. Also reviewed by ...

  2. The Challenge of Educating Physicians about Complementary and Alternative Medicine.

    ERIC Educational Resources Information Center

    Konefal, Janet

    2002-01-01

    Asserts that most physicians are not prepared to respond knowledgeably about complementary/alternative medicine (CAM) modalities and suggests incorporating systematic presentation of CAM information into the curricula of medical schools. (EV)

  3. Could you have low testosterone?

    MedlinePlus

    ... Groot LJ, de Kretser DM, et al, eds. Endocrinology: Adult and Pediatric . 7th ed. Philadelphia, PA: Elsevier ... MD, Associate Professor of Medicine, Division of Metabolism, Endocrinology & Nutrition, University of Washington School of Medicine, Seattle, ...

  4. Cancer and its Treatment in Main Ancient Books of Islamic Iranian Traditional Medicine (7th to 14th Century AD)

    PubMed Central

    Emami, Seyed Ahmad; Sahebkar, Amirhossein; Tayarani-Najaran, Nilufar; Tayarani-Najaran, Zahra

    2012-01-01

    Abstract Islamic medicine is regarded as a comprehensive medical school with a long, glorious and worldwide reputation. Some of the physicians of this school are famous worldwide and have contributed valuable services to the scientific world. Given the dramatically increasing prevalence of cancer and the relative inefficacy of current medications, there is a great demand for the introduction of effective therapeutic approaches. To this end, integration of traditional medicine with modern medical treatments represents a promising option. In this essay, methods of diagnosis and treatment of cancer have been mentioned from the viewpoint of five famous physicians before the Mongolian attack who used Islamic medicine, namely Rhazes, Akhaveyni, Ahwazi, Avicenna and Jorjani. The ideas discussed dates back to a period between the eighth and fourteenth centuries. PMID:23482830

  5. Lessons of history in veterinary medicine.

    PubMed

    Smith, Donald F

    2013-01-01

    The future of veterinary medicine is best understood in the context of history. What began as a profession rooted in urban centers in proximity to horses, physicians, and medical schools, was transformed into a land grant-based agricultural profession with the arrival of the internal combustion engine in the early twentieth century. Most of the United States' current veterinary colleges are still located in towns or small cities in the middle section of the country, outside the largest metropolitan areas where most veterinarians practice companion-animal medicine. Throughout veterinarian history, substantial numbers of US students have been educated in foreign colleges and this continues today, creating an even greater geographic imbalance between the veterinary educational process and US population centers and major medical schools. Three themes deserve special attention as we celebrate the profession's 150th anniversary. We must first move beyond the land-grant culture and develop a more geographically balanced approach to establishing new veterinary colleges that are also in closer association with schools of medicine and public health. We must also facilitate more opportunities for women leadership in organized veterinary medicine, in practice ownership, in academia, and in the corporate structures that educate, hire, and interface with veterinarians. Finally, we need to expand our understanding of One Health to include the concept of zooeyia (the role of animals in promoting human health), as well as continue to emphasize veterinarians' special roles in the control and management of zoonotic diseases and in advancing comparative medicine in the age of the genome.

  6. Philanthropic endowments in general internal medicine.

    PubMed

    Murden, R A; Lamb, J F

    1999-04-01

    We performed two surveys to uncover the status of philanthropic endowments in general internal medicine divisions. The initial survey of U.S. medical school departments of medicine found that only 14.1% of general internal medicine divisions hold endowments versus 21.9% of all other divisions, and that endowment sources for general medicine are atypical. The second survey of successfully endowed divisions found that sympathetic administrators and active pursuit of endowments were associated with endowment success. Aggressive pursuit of endowments, publicizing successes of general medicine, and consideration of endowment sources noted in this study are recommended to improve philanthropic contributions to general internal medicine.

  7. Political issues in emergency medicine: The United States.

    PubMed

    Hoekstra, James; McNamara, Robert; Schafermeyer, Robert W; Hamilton, Glenn C

    2004-06-01

    The format of the paper is to allow three authors to discuss what they believe are the most significant political issues facing emergency medicine (EM) in their country or region. Each author writes independently and does not see any other contributing author's work, therefore potential overlap of subject matter is inevitable. However, we were soliciting their individual opinions about the serious issues confronting us today, rather than a consensus. An additional author, well familiar with the topics being discussed, wrote the Commentary from an overview perspective on the writings of the other authors. This supplemental opinion was offered as a method for enhanced cohesiveness in describing the political situations impacting the specialty of emergency medicine. The three authors for the United States are James Hoekstra, Professor and Chair, Wake Forest University Health Sciences; Robert McNamara, Professor and Chair, Temple University School of Medicine, and Robert Schafermeyer, Associate Chair, Department of Emergency Medicine, North Carolina School of Medicine. Between them, they represent more than 50 years experience in clinical and academic emergency medicine. They write from a personal perspective. Their views are their own, and do not represent any organization(s) with which they may have or had affiliations.

  8. Is School-Based Height and Weight Screening of Elementary Students Private and Reliable?

    ERIC Educational Resources Information Center

    Stoddard, Sarah A.; Kubik, Martha Y.; Skay, Carol

    2008-01-01

    The Institute of Medicine recommends school-based body mass index (BMI) screening as an obesity prevention strategy. While school nurses have provided height/weight screening for years, little has been published describing measurement reliability or process. This study evaluated the reliability of height/weight measures collected by school nurses…

  9. 78 FR 40625 - Nutrition Standards in the National School Lunch and School Breakfast Programs; Approval of...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-07-08

    ... Monitoring Branch, Child Nutrition Division, 3101 Park Center Drive, Alexandria, VA 22302. SUPPLEMENTARY... in meals; and meet the nutrition needs of school children within their calorie requirements. These improvements to the school meal programs, largely based on recommendations made by the Institute of Medicine of...

  10. The Open-Air School Movement in English Education

    ERIC Educational Resources Information Center

    Cruickshank, Marjorie

    1977-01-01

    Begun in the early 1900s, the open-air school movement marked a new chapter in preventive medicine. The schools took undernourished slum students and provided them with food and a hygienic environment. Within half a century the open-air schools had outlived their usefulness because of a social revolution. (Author/IRT)

  11. [Beginning of the Microbiology education in Chile: formation centers].

    PubMed

    Osorio, Carlos

    2015-08-01

    The first Chair of Microbiology in Chile was created in the School of Medicine of the Cañadilla at the University of Chile in 1892. Dr. Alejandro del Río Soto Aguilar was its first Professor. For almost three decades it was the only educational center for microbiologists in Chile. Among them were the first Professors of the new School of Medicine of the Catholic University of Chile and of the University of Concepción.

  12. Targeting the Prometastatic Microenvironment of the Involuting Mammary Gland

    DTIC Science & Technology

    2014-09-01

    analyses. To assess expression of Ltbp1 in breast cancer we began by mining in silico data using database available online specifically Kaplan-Meier... Dermatology , New York University School of Medicine, 550 First Ave, New York, NY 10016, USA Full list of author information is available at the end of the...1Department of Cell Biology, New York University School of Medicine, New York, NY, USA. 2The Ronald O Perelman Department of Dermatology , New York

  13. From LCME probation to compliance: the Marshall University Joan C Edwards School of Medicine experience

    PubMed Central

    Miller, Bobby; Dzwonek, Brian; McGuffin, Aaron; Shapiro, Joseph I

    2014-01-01

    The Joan C Edwards School of Medicine (Marshall University, Huntington, WV, USA) was placed on probation by the Liaison Committee on Medical Education (LCME) in June 2011. In the following 2 years, extensive changes were made to address the numerous citations that resulted in this probation. In October 2013, the LCME lifted probation. In this article, we detail the challenges and solutions identified relevant to our struggle with compliance. PMID:25337003

  14. From LCME probation to compliance: the Marshall University Joan C Edwards School of Medicine experience.

    PubMed

    Miller, Bobby; Dzwonek, Brian; McGuffin, Aaron; Shapiro, Joseph I

    2014-01-01

    The Joan C Edwards School of Medicine (Marshall University, Huntington, WV, USA) was placed on probation by the Liaison Committee on Medical Education (LCME) in June 2011. In the following 2 years, extensive changes were made to address the numerous citations that resulted in this probation. In October 2013, the LCME lifted probation. In this article, we detail the challenges and solutions identified relevant to our struggle with compliance.

  15. Impact of the University of California, Los Angeles/Charles R. Drew University Medical Education Program on medical students' intentions to practice in underserved areas.

    PubMed

    Ko, Michelle; Edelstein, Ronald A; Heslin, Kevin C; Rajagopalan, Shobita; Wilkerson, Luann; Colburn, Lois; Grumbach, Kevin

    2005-09-01

    To estimate the impact of a U.S. inner-city medical education program on medical school graduates' intentions to practice in underserved communities. The authors conducted an analysis of secondary data on 1,088 medical students who graduated from either the joint University of California, Los Angeles/Charles R. Drew University Medical Education Program (UCLA/Drew) or the UCLA School of Medicine between 1996 and 2002. Intention to practice in underserved communities was measured using students' responses to questionnaires administered at matriculation and graduation for program improvement by the Association of American Medical Colleges. Multivariate logistic regression analysis was used to compare the odds of intending to practice in underserved communities among UCLA/Drew students with those of their counterparts in the UCLA School of Medicine. Compared with students in the UCLA School of Medicine, UCLA/Drew students had greater adjusted odds of reporting intention to work in underserved communities at graduation, greater odds of maintaining or increasing such intentions between matriculation and graduation, and lower odds of decreased intention to work in underserved communities between matriculation and graduation. Training in the UCLA/Drew program was independently associated with intention to practice medicine in underserved communities, suggesting that a medical education program can have a positive effect on students' goals to practice in underserved areas.

  16. Ethics and animal issues in US medical education.

    PubMed

    Wiebers, D O; Barron, R A; Leaning, J; Ascione, F R

    1994-11-01

    Increasing public and regulatory agency concern about a variety of animal protection issues that affect the field of medicine have made these issues increasingly relevant to medical school curricula. The purpose of this study was to assess the availability and forms of medical school training relating to ethical, conceptual, and societal concerns in the use of animals within the field of medicine and the perceived need for such training. Questionnaire surveys were mailed to the Deans of the 125 accredited US medical schools, and completed by Deans or their designees within the same medical institution. Questionnaire recipients were informed that results would be compiled in a fashion that did not identify specific individuals or institutions. Survey responses were obtained from 84 medical institutions (67% response). Sixty respondents (71%) indicated that their medical school offered or sponsored some type of activity related to ethical and conceptual concerns in the use of animals in medical research and training. Most schools (43) offered informal discussions/seminars relating to these issues, but nine schools offered full formal courses with up to 15 lectures on these topics. Programme content and perceived need for additional instruction varied greatly amongst respondents. The results suggest a wide diversity amongst US medical schools in the availability and perceived importance of medical school training relating to ethical and conceptual concerns in the uses of animals in medicine. It is proposed that instruction in these areas be pursued with more concerted efforts to address the growing body of knowledge about non-human beings and the ethical implications of such knowledge.

  17. e-Learning strategies in occupational legal medicine based on problem solving through "CASUS" system.

    PubMed

    Martínez-Jarreta, B; Monsó, E; Gascón, S; Casalod, Y; Abecia, E; Kolb, S; Reichert, J; Radon, K

    2009-04-01

    The use of online teaching tools facilitate the incorporation of self-learning methods. With a view to encouraging convergence in teaching tools and methods in Occupational Legal Medicine, an initiative was set up within the classes of Legal and Forensic Medicine at Saragossa University, as part of the EU funded NetWoRM project, which has been led since 1999 by Ludwig-Maximilians-Universität in Munich (Germany). The interest of medical students in Occupational Legal Medicine has so far been low and in addition different aspects complicate the teaching of Occupational Legal Medicine at medical schools: One reason for the low interest is the limited availability of bedside teaching, one of the students' most favourite and effective way to learn. The reason for that is that most medical schools with occupational departments only have outpatient clinics. "Interesting" patients who be need for educational purposes are therefore only available for a limited part of the day. However, in order to recognize and prevent occupational disorders each medical student and physician needs profound clinical knowledge in Occupational Legal Medicine. This project has proven to be highly efficient in permitting the creation and validation of teaching tools which cover and improve the traditional training of the Occupational Legal Medicine programme imparted in the degree of Medicine.

  18. Current interest in careers in surgery and cardiothoracic surgery from the millennial generation.

    PubMed

    Ghannam, Michael; Zhao, Lili; Reddy, Rishindra M

    2014-01-01

    Interest in cardiothoracic surgery (CTS) as a career has decreased over the past decade. Anecdotal evidence suggests that many surgeons develop an interest in CTS before medical school and even before college. This study evaluates the interest of high-school students at a magnet high school, with regard to careers in medicine, in surgery, and in CTS. A survey assessing career interests and values was conducted among junior and senior high-school students. Students were given a 1-hour presentation by a cardiothoracic (CT) surgeon on the postgraduate training process and then completed a postpresentation survey. A magnet math and science high school, the Kalamazoo Area Mathematics and Science Center. Of 128 students, 117 (91% response rate) completed the survey. Overall, 38% of students reported having a high interest in medicine; of this group, 58% reported a high interest in surgery and 36% reported having a high interest in CTS. Men were more likely than women were to have a high interest in surgery and CTS (p < 0.001). Students with at least 1 family member as a physician vs those without were more likely to be interested in medicine, surgery, and CTS and also have a higher level of concern for postgraduation debt (p < 0.01). Women were more likely than men were to have a high level of concern about postgraduation debt (p = 0.018). After a presentation by a CT surgeon, students showed no changes in interest in medicine careers but did report an increased level of knowledge about the process of becoming a CT surgeon, going from 31% to 72%. There exists a large interest in both surgery and CTS at the high-school level, but there may be a need for more active outreach to maintain and foster their interest in surgery and CTS through undergraduate and medical school. Copyright © 2014 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

  19. Medical School Outcomes, Primary Care Specialty Choice, and Practice in Medically Underserved Areas by Physician Alumni of MEDPREP, a Postbaccalaureate Premedical Program for Underrepresented and Disadvantaged Students.

    PubMed

    Metz, Anneke M

    2017-01-01

    Minorities continue to be underrepresented as physicians in medicine, and the United States currently has a number of medically underserved communities. MEDPREP, a postbaccalaureate medical school preparatory program for socioeconomically disadvantaged or underrepresented in medicine students, has a stated mission to increase the numbers of physicians from minority or disadvantaged backgrounds and physicians working with underserved populations. This study aims to determine how MEDPREP enhances U.S. physician diversity and practice within underserved communities. MEDPREP recruits disadvantaged and underrepresented in medicine students to complete a 2-year academic enhancement program that includes science coursework, standardized test preparation, study/time management training, and emphasis on professional development. Five hundred twenty-five disadvantaged or underrepresented students over 15 years completed MEDPREP and were tracked through entry into medical practice. MEDPREP accepts up to 36 students per year, with two thirds coming from the Midwest region and another 20% from nearby states in the South. Students complete science, test preparation, academic enhancement, and professionalism coursework taught predominantly by MEDPREP faculty on the Southern Illinois University Carbondale campus. Students apply broadly to medical schools in the region and nation but are also offered direct entry into our School of Medicine upon meeting articulation program requirements. Seventy-nine percent of students completing MEDPREP became practicing physicians. Fifty-eight percent attended public medical schools, and 62% attended medical schools in the Midwest. Fifty-three percent of program alumni chose primary care specialties compared to 34% of U.S. physicians, and MEDPREP alumni were 2.7 times more likely to work in medically underserved areas than physicians nationally. MEDPREP increases the number of disadvantaged and underrepresented students entering and graduating from medical school, choosing primary care specialties, and working in medically underserved areas. MEDPREP may therefore serve as a model for increasing physician diversity and addressing the needs of medically underserved communities.

  20. Nuclear medicine technologist training in European countries.

    PubMed

    Lass, Piotr

    2002-08-01

    This article overviews the training of nuclear medicine technologists in chosen European countries, the United States and Canada. There are basically two types of training: at medical schools following secondary school, without any university degree, usually on a 2- or 3-year basis, or else as a university course, leading to a BSc degree after 3 years, and in some countries to an MSc degree after an additional 2 years. In the United States both systems coexist, while in Europe the picture varies from country to country. The number of hours devoted to nuclear medicine also varies between curricula. Some efforts are being made to unify this system by transition to the university model of education in many European countries.

  1. The Merits and Challenges of Three-Year Medical School Curricula: Time for an Evidence-Based Discussion

    PubMed Central

    Raymond, John R.; Kerschner, Joseph E.; Hueston, William J.

    2015-01-01

    The debate about three-year medical school curricula has resurfaced recently, driven by rising education debt burden and a predicted physician shortage. In this Perspective, the authors call for an evidence-based discussion of the merits and challenges of three-year curricula. They examine published evidence that suggests that three-year curricula are viable, including studies on three-year curricula in (1) U.S. medical schools in the 1970s and 1980s, (2) two Canadian medical schools with more than four decades of experience with such curricula, and (3) accelerated family medicine and internal medicine programs. They also briefly describe the new three-year programs that are being implemented at eight U.S. medical schools, including their own. Finally, they offer suggestions regarding how to enhance the discussion between the proponents of and those with concerns about three-year curricula. PMID:26266464

  2. Adult Still's disease

    MedlinePlus

    ... org/rare-diseases/adult-onset-stills-disease/ . Accessed March 14, 2017. Review Date 2/8/2017 Updated by: Gordon A. Starkebaum, MD, Professor of Medicine, Division of Rheumatology, University of Washington School of Medicine, Seattle, WA. Also reviewed by ...

  3. Cancer Prevention: Opportunities for Action

    Cancer.gov

    Leslie Bernstein, PhD, AFLAC, Inc., Chair in Cancer Research; Professor, Preventive Medicine; and Senior Associate Dean, Faculty Affairs at Keck School of Medicine, University of Southern California, Los Angeles, CA, presented "Cancer Prevention: Opportunities for Action".

  4. Clinical Reasoning Education at US Medical Schools: Results from a National Survey of Internal Medicine Clerkship Directors.

    PubMed

    Rencic, Joseph; Trowbridge, Robert L; Fagan, Mark; Szauter, Karen; Durning, Steven

    2017-11-01

    Recent reports, including the Institute of Medicine's Improving Diagnosis in Health Care, highlight the pervasiveness and underappreciated harm of diagnostic error, and recommend enhancing health care professional education in diagnostic reasoning. However, little is known about clinical reasoning curricula at US medical schools. To describe clinical reasoning curricula at US medical schools and to determine the attitudes of internal medicine clerkship directors toward teaching of clinical reasoning. Cross-sectional multicenter study. US institutional members of the Clerkship Directors in Internal Medicine (CDIM). Examined responses to a survey that was emailed in May 2015 to CDIM institutional representatives, who reported on their medical school's clinical reasoning curriculum. The response rate was 74% (91/123). Most respondents reported that a structured curriculum in clinical reasoning should be taught in all phases of medical education, including the preclinical years (64/85; 75%), clinical clerkships (76/87; 87%), and the fourth year (75/88; 85%), and that more curricular time should be devoted to the topic. Respondents indicated that most students enter the clerkship with only poor (25/85; 29%) to fair (47/85; 55%) knowledge of key clinical reasoning concepts. Most institutions (52/91; 57%) surveyed lacked sessions dedicated to these topics. Lack of curricular time (59/67, 88%) and faculty expertise in teaching these concepts (53/76, 69%) were identified as barriers. Internal medicine clerkship directors believe that clinical reasoning should be taught throughout the 4 years of medical school, with the greatest emphasis in the clinical years. However, only a minority reported having teaching sessions devoted to clinical reasoning, citing a lack of curricular time and faculty expertise as the largest barriers. Our findings suggest that additional institutional and national resources should be dedicated to developing clinical reasoning curricula to improve diagnostic accuracy and reduce diagnostic error.

  5. UCLA's outreach program of science education in the Los Angeles schools.

    PubMed

    Palacio-Cayetano, J; Kanowith-Klein, S; Stevens, R

    1999-04-01

    The UCLA School of Medicine's Interactive Multi-media Exercises (IMMEX) Project began its outreach into pre-college education in the Los Angeles area in 1993. The project provides a model in which software and technology are effectively intertwined with teaching, learning, and assessment (of both students' and teachers' performances) in the classroom. The project has evolved into a special collaboration between the medical school and Los Angeles teachers. UCLA faculty and staff work with science teachers and administrators from elementary, middle, and high schools. The program benefits ethnically and racially diverse groups of students in schools ranging from the inner city to the suburbs. The project's primary goal is to use technology to increase students' achievement and interest in science, including medicine, and thus move more students into the medical school pipeline. Evaluations from outside project evaluators (West Ed) as well as from teachers and IMMEX staff show that the project has already had a significant effect on teachers' professional development, classroom practice, and students' achievement in the Los Angeles area.

  6. The Return to Literature-Making Doctors Matter in the New Era of Medicine.

    PubMed

    Marchalik, Daniel

    2017-12-01

    The rapid explosion of medical knowledge of the 19th and 20th centuries required a transformation in medical education, which, to that point, had been marked by low educational standards. To combat the lack of regulation, the 1910 Flexner Report recommended sweeping reforms. By 1930, students hoping to enroll in a medical school would need to complete courses in chemistry, physics, and biology, leaving little room for the liberal arts.Medicine is once again changing. The impact of artificial intelligence is being felt across all medical fields, and the nature of physicians' jobs in the new landscape of intelligent machines will inevitably also have to change. What will the role of new physicians be? And how should medical education be amended to meet those needs?In 2017, the Georgetown University School of Medicine graduated the first group of students from its Literature and Medicine Track-the first U.S. medical school track dedicated to the study of literature. This Invited Commentary explores the work done in, and the scholarship resulting from, this novel educational program and suggests ways in which literature could be used to prepare future doctors for the evolving demands of the medical field.

  7. Implementation and evaluation of the Johns Hopkins University School of Medicine leadership program for women faculty.

    PubMed

    Levine, Rachel B; González-Fernández, Marlís; Bodurtha, Joann; Skarupski, Kimberly A; Fivush, Barbara

    2015-05-01

    Women continue to be underrepresented in top leadership roles in academic medicine. Leadership training programs for women are designed to enhance women's leadership skills and confidence and increase overall leadership diversity. The authors present a description and evaluation of a longitudinal, cohort-based, experiential leadership program for women faculty at the Johns Hopkins University School of Medicine. We compared pre- and post-program self-assessed ratings of 11 leadership skills and specific negotiation behaviors from 3 cohorts of leadership program participants (n=134) from 2010 to 2013. Women reported significant improvements in skills across 11 domains with the exceptions of 2 domains, Public Speaking and Working in Teams, both of which received high scores in the pre-program assessment. The greatest improvement in rankings occurred within the domain of negotiation skills. Although women reported an increase in their negotiation skills, we were not able to demonstrate an increase in the number of times that women negotiated for salary, space, or promotion following participation in the program. The Johns Hopkins School of Medicine Leadership Program for Women Faculty has demonstrable value for the professional development of participants and addresses institutional strategies to enhance leadership diversity and the advancement of women.

  8. Academic Medicine Meets Traditional African Healing

    ERIC Educational Resources Information Center

    Lindow, Megan

    2008-01-01

    Cyril Naidoo, who directs the department of family medicine at the University of KwaZulu-Natal's Nelson R. Mandela School of Medicine, conducts workshops to traditional healers on how to help patients with AIDS and HIV. In Dr. Naidoo's workshop, the group discusses how to counsel patients about HIV and AIDS, how to refer them for testing, and then…

  9. Community medicine in the medical curriculum: a statistical analysis of a professional examination.

    PubMed

    Craddock, M J; Murdoch, R M; Stewart, G T

    1984-01-01

    This paper analyses the examination results of two cohorts of medical students at the University of Glasgow. It discusses the usefulness of Scottish higher grades as predictors of ability to pass examinations in medicine. Further correlations are made between the results from community medicine and other fourth- and fifth-year medical school examinations.

  10. Medical care of children during the golden age of Islamic medicine.

    PubMed

    Modanlou, Houchang D

    2015-04-01

    During the Sassanid Empire in Persia (226-652 AD), there was a renaissance of humanistic sciences, including medicine, in the city of Gondi-Shapur. When the Islamic center of power moved to Baghdad in about 750 AD, physicians of Gondi-Shapur, including the dean of the medical school (a Nestorian Christian), gradually moved to Baghdad constructing hospitals and medical schools. Aided by the Persian and Nestorian Christians, the Islamic civilization ushered in what is considered to be the Golden Age of Islam from the 8th to 13th century AD. During this period, there were remarkable achievements in humanistic sciences including medicine by many physicians/authors whose medical textbooks were used for centuries in burgeoning medical schools in Europe. The medical texts written during the Golden Age of Islamic Medicine contain sections and chapters about the clinical conditions, diseases and medical care of children. It was during this era that the first treatise was written on the diseases of children and their care. This essay will describe, in brief, the writings about the conditions and diseases of children and their medical care, by three prominent Persian physicians of the Golden Age of Islamic Medicine: 1) Abubakr Muhammad Ibn Zakaria Razi, Rhazes (865-925 AD); 2) Ali ibn-al-Abbas al-Majusi or Haly Abbas (949-994 AD); and 3)  Abu Ali al-Husayn ibn Abd Allah ibn Sina or Avicenna (980-1037 AD).

  11. [Important differences between faculties of medicine. Implications for family and community medicine].

    PubMed

    González Lopez-Valcarcel, Beatriz; Ortún, Vicente; Barber, Patricia; Harris, Jeffrey E

    2014-03-01

    To determine if there are significant differences between universities in the proclivity to choose Family and Community Medicine (FCM), given the constraints imposed by the number of choice. To test the hypothesis that the Schools of Medicine that have the FCM as a compulsory subject in the degree (3 of 27) had the highest preference for this specialty. Observational study on the data file of all the individuals taking the MIR examination between 2003 and 2011. Spain. All those who sat the examinations called by MIR 2003-2011. Position in the ranking of each candidate, elected position (specialty and center), post code of residence, sex, nationality and university in which they studied, and post code location for the residence chosen. The percentage electing FCM is highly correlated with the position in the ranking: 8% of graduates for the 'best' college, 46% for the worst. Very noticeable and consistent differences in the preparation for the MIR among the 27 medical schools. Ranking in the exam, female and foreigner, help predict the choice of FCM. The FCM compulsory curriculum from three universities does not seem to exert any influence. The convenient yardstick competition between the schools of medicine, FCM in their curriculum and the emphasis on the most attractive attributes of the specialty can contribute to the necessary renewal of FCM. Copyright © 2013 Elsevier España, S.L. All rights reserved.

  12. An Annotated Bibliography of Hypobaric Decompression Sickness Research Conducted at the Crew Technology Division, USAF School of Aerospace Medicine, Brooks AFB, Texas from 1983 to 1988

    DTIC Science & Technology

    1990-06-01

    AN ANNOTATED BIBLIOGRAPHY OF HYPOBARIC DECOMPRESSION SICKNESS RESEARCH CONDUCTED AT THE CREW TECHNOLOGY DIVISION, USAF SCHOOL OF AEROSPACE MEDICINE...190 man-flights to four selected altitudes (30000, 27500, 25000, and 22500 ft pressure equivalent) in a hypobaric chamber. The subjects’ ages ranged...conditions and two of these developed delayed sy~rtcms. Three of these five subjects underwent hyperbaric oxygen treatment. Conclusion. Female subjects

  13. Stress and Coping with War: Support Providers and Casualties of Operations Desert Shield/Storm

    DTIC Science & Technology

    1992-07-01

    DEPARTMENT OF PSYCHIATRY F. EDWARD HEBERT SCHOOL OF MEDICINE UNIFORMED SERVICES UNIVERSITY OF THE HEALTH SCIENCES BETHESDA, MARYLAND 20814-4799 2v 92...NUMBER Uniformed Services University of the Health Sciences 4301 Jones Bridge Road Bethesda, MD 20814-4799 .TF-S~br6 Ftlf*,i’.* riIiPIi;; A;i or fIAMr...STORM DPRMN .... PSYCHIATRY ,I- F. EDWARD HEBERT SCHOOL OF MEDICINE UNIFORMED SERVICES UNIVERSTIY OF THE HEALTH SCIENCES BETHESDA, MARYLAND 20814-4799

  14. Report of a Study of Ontario Medical School Admissions Policies and Practices, 1975.

    ERIC Educational Resources Information Center

    Council of Ontario Universities, Toronto.

    Presented are the results of a study of admissions policies and practices in the five Ontario schools of medicine. The study consists of a review of published information and a detailed examination of 1975 statistics from the Ontario Medical School Application Service, supplemented by a series of interviews with medical school admissions officers,…

  15. The Morehouse Mystique: Becoming a Doctor at the Nation's Newest African American Medical School

    ERIC Educational Resources Information Center

    Gasman, Marybeth

    2012-01-01

    The Morehouse School of Medicine in Atlanta, Georgia, is one of only four predominantly Black medical schools in the United States. Among its illustrious alumni are surgeons general of the United States, medical school presidents, and numerous other highly regarded medical professionals. This book tells the engrossing history of this venerable…

  16. Bridging the gap between informatics and medicine upon medical school entry: Implementing a course on the Applicative Use of ICT.

    PubMed

    Milic, Natasa M; Ilic, Nikola; Stanisavljevic, Dejana M; Cirkovic, Andja M; Milin, Jelena S; Bukumiric, Zoran M; Milic, Nikola V; Savic, Marko D; Ristic, Sara M; Trajkovic, Goran Z

    2018-01-01

    Education is undergoing profound changes due to permanent technological innovations. This paper reports the results of a pilot study aimed at developing, implementing and evaluating the course, "Applicative Use of Information and Communication Technologies (ICT) in Medicine," upon medical school entry. The Faculty of Medicine, University of Belgrade, introduced a curriculum reform in 2014 that included the implementation of the course, "Applicative Use of ICT in Medicine" for first year medical students. The course was designed using a blended learning format to introduce the concepts of Web-based learning environments. Data regarding student knowledge, use and attitudes towards ICT were prospectively collected for the classes of 2015/16 and 2016/17. The teaching approach was supported by multimedia didactic materials using Moodle LMS. The overall quality of the course was also assessed. The five level Likert scale was used to measure attitudes related to ICT. In total, 1110 students were assessed upon medical school entry. A small number of students (19%) had previous experience with e-learning. Students were largely in agreement that informatics is needed in medical education, and that it is also useful for doctors (4.1±1.0 and 4.1±0.9, respectively). Ability in informatics and use of the Internet in education in the adjusted multivariate regression model were significantly associated with positive student attitudes toward ICT. More than 80% of students stated that they had learned to evaluate medical information and would use the Internet to search medical literature as an additional source for education. The majority of students (77%) agreed that a blended learning approach facilitates access to learning materials and enables time independent learning (72%). Implementing the blended learning course, "Applicative Use of ICT in Medicine," may bridge the gap between medicine and informatics upon medical school entry. Students displayed positive attitudes towards using ICT and gained adequate skills necessary to function effectively in an information-rich environment.

  17. Source Materials and the Library: The Dispersion of the Beaumont Papers

    PubMed Central

    Pizer, Irwin H.

    1964-01-01

    The author discusses the confusion, attributable to misleading references, which long obscured the location of the main portion of the William Beaumont papers. The collection was previously thought to be in the National Library of Medicine, but it is actually housed in the Washington University School of Medicine Library. This has been clarified by the discovery of a series of previously unpublished letters of Sir William Osler, as well as by other newly found materials. The history of the Washington University School of Medicine Library is reviewed, and the facts relating to the disposition of the Beaumont collection in that library rather than the National Library of Medicine are told. Also considered are some of the problems which the dispersion of documentary source materials creates for the scholar. With the Beaumont papers as a case in point, various locations of such materials are cited, and their contents briefly noted. PMID:14119306

  18. A Moveable Med School.

    ERIC Educational Resources Information Center

    Lawrence, Susan V.

    1979-01-01

    This is a report on the American University of the Caribbean School of Medicine, which is operating in Cincinnati despite more than six months of legal and administrative battles with Ohio educational authorities. (BB)

  19. Race, Disadvantage and Faculty Experiences in Academic Medicine

    PubMed Central

    Cooper, Lisa A.; Carr, Phyllis

    2010-01-01

    ABSTRACT Background Despite compelling reasons to draw on the contributions of under-represented minority (URM) faculty members, US medical schools lack these faculty, particularly in leadership and senior roles. Objective The study’s purpose was to document URM faculty perceptions and experience of the culture of academic medicine in the US and to raise awareness of obstacles to achieving the goal of having people of color in positions of leadership in academic medicine. Design The authors conducted a qualitative interview study in 2006–2007 of faculty in five US medical schools chosen for their diverse regional and organizational attributes. Participants Using purposeful sampling of medical faculty, 96 faculty were interviewed from four different career stages (early, plateaued, leaders and left academic medicine) and diverse specialties with an oversampling of URM faculty. Approach We identified patterns and themes emergent in the coded data. Analysis was inductive and data driven. Results Predominant themes underscored during analyses regarding the experience of URM faculty were: difficulty of cross-cultural relationships; isolation and feeling invisible; lack of mentoring, role models and social capital; disrespect, overt and covert bias/discrimination; different performance expectations related to race/ethnicity; devaluing of research on community health care and health disparities; the unfair burden of being identified with affirmative action and responsibility for diversity efforts; leadership’s role in diversity goals; and financial hardship. Conclusions Achieving an inclusive culture for diverse medical school faculty would help meet the mission of academic medicine to train a physician and research workforce that meets the disparate needs of our multicultural society. Medical school leaders need to value the inclusion of URM faculty. Failure to fully engage the skills and insights of URM faculty impairs our ability to provide the best science, education or medical care. PMID:20697960

  20. Race, disadvantage and faculty experiences in academic medicine.

    PubMed

    Pololi, Linda; Cooper, Lisa A; Carr, Phyllis

    2010-12-01

    Despite compelling reasons to draw on the contributions of under-represented minority (URM) faculty members, US medical schools lack these faculty, particularly in leadership and senior roles. The study's purpose was to document URM faculty perceptions and experience of the culture of academic medicine in the US and to raise awareness of obstacles to achieving the goal of having people of color in positions of leadership in academic medicine. The authors conducted a qualitative interview study in 2006-2007 of faculty in five US medical schools chosen for their diverse regional and organizational attributes. Using purposeful sampling of medical faculty, 96 faculty were interviewed from four different career stages (early, plateaued, leaders and left academic medicine) and diverse specialties with an oversampling of URM faculty. We identified patterns and themes emergent in the coded data. Analysis was inductive and data driven. Predominant themes underscored during analyses regarding the experience of URM faculty were: difficulty of cross-cultural relationships; isolation and feeling invisible; lack of mentoring, role models and social capital; disrespect, overt and covert bias/discrimination; different performance expectations related to race/ethnicity; devaluing of research on community health care and health disparities; the unfair burden of being identified with affirmative action and responsibility for diversity efforts; leadership's role in diversity goals; and financial hardship. Achieving an inclusive culture for diverse medical school faculty would help meet the mission of academic medicine to train a physician and research workforce that meets the disparate needs of our multicultural society. Medical school leaders need to value the inclusion of URM faculty. Failure to fully engage the skills and insights of URM faculty impairs our ability to provide the best science, education or medical care.

  1. Institutional NIH Research Funding and a Culture of Support for Family Medicine-Their Relationship to Family Medicine Specialty Choice.

    PubMed

    Mainous, Arch G; Porter, Maribeth; Agana, Denny Fe; Chessman, Alexander W

    2018-05-01

    The United States suffers from a low proportion of medical students pursuing family medicine (FM). Our objective was to examine institutional characteristics consistent with a focus on National Institutes of Health (NIH) research, institutional support for FM education, and the proportion of medical students choosing FM. The 2015 CERA Survey of Family Medicine Clerkship Directors was merged with institutional NIH funding data from 2014 and medical student specialty choice in 2015. Institutional educational support was operationalized as (1) clerkship director's perception of medical school environment toward FM, and (2) amount of negative comments about FM made by faculty in other departments. The outcome was the percentage of students selecting FM. Bivariate statistics were computed. As NIH funding increases, the proportion of students entering FM decreases (r=-.22). Institutions with higher NIH funding had lower clerkship director perceptions of medical school support toward FM (r=-.38). Among private institutions, the negative correlation between NIH funding and the proportion of students entering FM strengthens to r=-.48, P=.001. As perceptions of support for FM increase, the proportion of students entering FM increase (r=.47). Among private schools, perceptions of support toward family medicine was strongly positively correlated with the proportion of students entering FM (r=.72, P=.001). Higher institutional NIH funding is associated with less support for FM and lower proportions of students choosing FM. These issues appear to be even more influential in private medical schools. Understanding how to integrate the goals of NIH-level research and increasing primary care workforce so that both can be achieved is the next challenge.

  2. “URM Candidates Are Encouraged to Apply”: A National Study to Identify Effective Strategies to Enhance Racial and Ethnic Faculty Diversity in Academic Departments of Medicine

    PubMed Central

    Peek, Monica E.; Kim, Karen E.; Johnson, Julie K.; Vela, Monica B.

    2016-01-01

    Purpose There is little evidence regarding which factors and strategies are associated with high proportions of underrepresented minority (URM) faculty in academic medicine. The authors conducted a national study of U.S. academic medicine departments to better understand the challenges, successful strategies, and predictive factors for enhancing racial and ethnic diversity among faculty (i.e., physicians with an academic position or rank). Method This was a mixed-methods study using quantitative and qualitative methods. The authors conducted a cross-sectional study of eligible departments of medicine in 125 accredited U.S. medical schools, dichotomized into low-URM (bottom 50%) versus high-URM rank (top 50%). They used t tests and chi-squared tests to compare departments by geographic region, academic school rank, city type, and composite measures of “diversity best practices.” The authors also conducted semistructured in-depth interviews with a subsample from the highest-and lowest-quartile medical schools in terms of URM rank. Results Eighty-two medical schools responded (66%). Geographic region and academic rank were statistically associated with URM rank, but not city type or composite measures of diversity best practices. Key themes emerged from interviews regarding successful strategies for URM faculty recruitment and retention including institutional leadership, the use of human capital and social relationships and strategic deployment of institutional resources. Conclusions Departments of medicine with high proportions of URM faculty employ a number of successful strategies and programs for recruitment and retention. More research is warranted to identify new successful strategies and to determine the impact of specific strategies on establishing and maintaining workforce diversity. PMID:23348090

  3. "URM candidates are encouraged to apply": a national study to identify effective strategies to enhance racial and ethnic faculty diversity in academic departments of medicine.

    PubMed

    Peek, Monica E; Kim, Karen E; Johnson, Julie K; Vela, Monica B

    2013-03-01

    There is little evidence regarding which factors and strategies are associated with high proportions of underrepresented minority (URM) faculty in academic medicine. The authors conducted a national study of U.S. academic medicine departments to better understand the challenges, successful strategies, and predictive factors for enhancing racial and ethnic diversity among faculty (i.e., physicians with an academic position or rank). This was a mixed-methods study using quantitative and qualitative methods. The authors conducted a cross-sectional study of eligible departments of medicine in 125 accredited U.S. medical schools, dichotomized into low-URM (bottom 50%) versus high-URM rank (top 50%). They used t tests and chi-squared tests to compare departments by geographic region, academic school rank, city type, and composite measures of "diversity best practices." The authors also conducted semistructured in-depth interviews with a subsample from the highest- and lowest-quartile medical schools in terms of URM rank. Eighty-two medical schools responded (66%). Geographic region and academic rank were statistically associated with URM rank, but not city type or composite measures of diversity best practices. Key themes emerged from interviews regarding successful strategies for URM faculty recruitment and retention, including institutional leadership, the use of human capital and social relationships, and strategic deployment of institutional resources. Departments of medicine with high proportions of URM faculty employ a number of successful strategies and programs for recruitment and retention. More research is warranted to identify new successful strategies and to determine the impact of specific strategies on establishing and maintaining workforce diversity.

  4. Philanthropic Endowments in General Internal Medicine

    PubMed Central

    Murden, Robert A; Lamb, James F

    1999-01-01

    We performed two surveys to uncover the status of philanthropic endowments in general internal medicine divisions. The initial survey of U.S. medical school departments of medicine found that only 14.1% of general internal medicine divisions hold endowments versus 21.9% of all other divisions, and that endowment sources for general medicine are atypical. The second survey of successfully endowed divisions found that sympathetic administrators and active pursuit of endowments were associated with endowment success. Aggressive pursuit of endowments, publicizing successes of general medicine, and consideration of endowment sources noted in this study are recommended to improve philanthropic contributions to general internal medicine. PMID:10203639

  5. Improving the Quality of Postgraduate Education in Traditional Japanese Kampo Medicine for Junior Residents: An Exploratory Survey Conducted in Five Institutions in the Tohoku Area.

    PubMed

    Takayama, Shin; Kobayashi, Seiichi; Kaneko, Soichiro; Tabata, Masao; Sato, Shinya; Ishikawa, Keiichi; Suzuki, Saya; Arita, Ryutaro; Saito, Natsumi; Kamiya, Tetsuharu; Nishikawa, Hitoshi; Ikeno, Yuka; Tanaka, Junichi; Ohsawa, Minoru; Kikuchi, Akiko; Numata, Takehiro; Kuroda, Hitoshi; Abe, Michiaki; Ishibashi, Satoru; Yaegashi, Nobuo; Ishii, Tadashi

    2016-11-01

    Traditional Japanese (Kampo) medicine has been widely applied in general medicine in Japan. In 2001, the model core curriculum for Japanese medical education was revised to include Kampo medicine. Since 2007, all 80 Japanese medical schools have incorporated it within their programs. However, postgraduate training or instruction of Kampo medicine has not been recognized as a goal for the clinical training of junior residents by Japan's Ministry of Health, Labour and Welfare; little is known about postgraduate Kampo medicine education. This exploratory study investigated attitudes about Kampo medicine among junior residents in Japanese postgraduate training programs. A questionnaire survey was administered to junior residents at five institutions in the Tohoku area of Japan. Questions evaluated residents' experiences of prescribing Kampo medicines and their expectations for postgraduate Kampo education and training. As a result, 121 residents responded (response rate = 74%). About 96% of participants had previously received Kampo medicine education at their pre-graduate medical schools and 64% had prescribed Kampo medications. Specifically, daikenchuto was prescribed to prevent ileus and constipation after abdominal surgery and yokukansan was prescribed to treat delirium in the elderly. Residents received on-the-job instruction by attending doctors. Over 70% of participants indicated that there was a need for postgraduate Kampo medicine education opportunities and expected lectures and instruction on how to use it to treat common diseases. In conclusion, we have revealed that junior residents require Kampo medicine education in Japanese postgraduate training programs. The programs for comprehensive pre-graduate and postgraduate Kampo education are expected.

  6. What skills should new internal medicine interns have in july? A national survey of internal medicine residency program directors.

    PubMed

    Angus, Steven; Vu, T Robert; Halvorsen, Andrew J; Aiyer, Meenakshy; McKown, Kevin; Chmielewski, Amy F; McDonald, Furman S

    2014-03-01

    The transition from medical student to intern may cause stress and burnout in new interns and the delivery of suboptimal patient care. Despite a formal set of subinternship curriculum guidelines, program directors have expressed concern regarding the skill set of new interns and the lack of standardization in that skill set among interns from different medical schools. To address these issues, the Accreditation Council for Graduate Medical Education's Next Accreditation System focuses on the development of a competency-based education continuum spanning undergraduate, graduate, and continuing medical education. In 2010, the Clerkship Directors in Internal Medicine subinternship task force, in collaboration with the Association of Program Directors in Internal Medicine survey committee, surveyed internal medicine residency program directors to determine which competencies or skills they expected from new medical school graduates. The authors summarized the results using categories of interest. In both an item rank list and free-text responses, program directors were nearly uniform in ranking the skills they deemed most important for new interns-organization and time management and prioritization skills; effective communication skills; basic clinical skills; and knowing when to ask for assistance. Stakeholders should use the results of this survey as they develop a milestone-based curriculum for the fourth year of medical school and for the internal medicine subinternship. By doing so, they should develop a standardized set of skills that meet program directors' expectations, reduce the stress of transitions across the educational continuum, and improve the quality of patient care.

  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. A 40-Year History of End-of-Life Offerings in US Medical Schools: 1975-2015.

    PubMed

    Dickinson, George E

    2017-07-01

    The purpose of this longitudinal study of US medical schools over a 40-year period was to ascertain their offerings on end-of-life (EOL) issues. At 5-year intervals, beginning in 1975, US medical schools were surveyed via a questionnaire to determine their EOL offerings. Data were reported with frequency distributions. The Institute of Medicine has encouraged more emphasis on EOL issues over the past 2 decades. Findings revealed that undergraduate medical students in the United States are now exposed to death and dying, palliative care, and geriatric medicine. The inclusion of EOL topics has definitely expanded over the 40-year period as findings reveal that US undergraduate medical students are currently exposed in over 90% of programs to death and dying, palliative care, and geriatric medicine, with the emphasis on these topics varying with the medical programs. Such inclusion should produce future favorable outcomes for undergraduate medical students, patients, and their families.

  9. External quality assurance for HIV point-of-care testing in Africa: A collaborative country-partner approach to strengthen diagnostic services

    PubMed Central

    2016-01-01

    It is important to consider the role of diagnostics and the critical need for quality diagnostics services in resource-limited settings. Accurate diagnostic tests play a key role in patient management and the prevention and control of most infectious diseases. As countries plan for implementation of HIV early infant diagnosis and viral load point-of-care testing, the London School of Hygiene & Tropical Medicine has worked with countries and partners with an interest in external quality assurance to support quality point-of-care testing on the continent. Through a series of collaborative consultations and workshops, the London School of Hygiene & Tropical Medicine has gathered lessons learned, tools, and resources and developed quality assurance models that will support point-of-care testing. The London School of Hygiene & Tropical Medicine is committed to the continued advancement of laboratory diagnostics in Africa and quality laboratory services and point-of-care testing. PMID:28879132

  10. Current status of General Pathology training in Spain.

    PubMed

    Casademont, J; Porcel, J M; Vargas Núñez, J A; González Macías, J

    2013-12-01

    One of the core subjects in university training of the physicians has been General Pathology. Responsibility for this has historically fallen on Internal Medicine specialists. However, we are unaware if this situation is currently maintained. A questionnaire was sent to the coordinators of the subject of the 39 Spanish medical schools to know, among other things, the current denomination of the subjects (traditionally known as «General Pathology»), number of credits, teaching activities included in the subject and number and specialty of the professors responsible for it. Some data from the medical schools that did not respond were obtained from their web pages. A total of 28 of the 39 (72%) medical schools existing in Spain answered the survey. The current denomination of the subject «General Pathology» varied greatly. The mean number of credits (one credit=20-25 h) was 11.2 (range 3 to 29). In 22 of 34 schools (65%), the subject was taught in the third year of the studies, but in 21% of the schools, it was partially and in 15% of the schools, totally, taught in the second year. More than half of the professors (54%) who taught the subject were Internal Medicine specialists, although this responsibility was shared with other specialists in a large proportion. Teaching of General Pathology shows a marked heterogeneity that does not seem to be due to teaching or pedagogic criteria among the different schools of Spain. These facts may be due to less presence in the university setting of Internal Medicine compared to other specialties. Copyright © 2013 Elsevier España, S.L. All rights reserved.

  11. "Not a university type": focus group study of social class, ethnic, and sex differences in school pupils' perceptions about medical school.

    PubMed

    Greenhalgh, Trisha; Seyan, Kieran; Boynton, Petra

    2004-06-26

    To investigate what going to medical school means to academically able 14-16 year olds from different ethnic and socioeconomic backgrounds in order to understand the wide socioeconomic variation in applications to medical school. Focus group study. Six London secondary schools. 68 academically able and scientifically oriented pupils aged 14-16 years from a wide range of social and ethnic backgrounds. Pupils' perceptions of medical school, motivation to apply, confidence in ability to stay the course, expectations of medicine as a career, and perceived sources of information and support. There were few differences by sex or ethnicity, but striking differences by socioeconomic status. Pupils from lower socioeconomic groups held stereotyped and superficial perceptions of doctors, saw medical school as culturally alien and geared towards "posh" students, and greatly underestimated their own chances of gaining a place and staying the course. They saw medicine as having extrinsic rewards (money) but requiring prohibitive personal sacrifices. Pupils from affluent backgrounds saw medicine as one of a menu of challenging career options with intrinsic rewards (fulfillment, achievement). All pupils had concerns about the costs of study, but only those from poor backgrounds saw costs as constraining their choices. Underachievement by able pupils from poor backgrounds may be more to do with identity, motivation, and the cultural framing of career choices than with low levels of factual knowledge. Policies to widen participation in medical education must go beyond a knowledge deficit model and address the complex social and cultural environment within which individual life choices are embedded.

  12. Back to the basic sciences: an innovative approach to teaching senior medical students how best to integrate basic science and clinical medicine.

    PubMed

    Spencer, Abby L; Brosenitsch, Teresa; Levine, Arthur S; Kanter, Steven L

    2008-07-01

    Abraham Flexner persuaded the medical establishment of his time that teaching the sciences, from basic to clinical, should be a critical component of the medical student curriculum, thus giving rise to the "preclinical curriculum." However, students' retention of basic science material after the preclinical years is generally poor. The authors believe that revisiting the basic sciences in the fourth year can enhance understanding of clinical medicine and further students' understanding of how the two fields integrate. With this in mind, a return to the basic sciences during the fourth year of medical school may be highly beneficial. The purpose of this article is to (1) discuss efforts to integrate basic science into the clinical years of medical student education throughout the United States and Canada, and (2) describe the highly developed fourth-year basic science integration program at the University of Pittsburgh School of Medicine. In their critical review of medical school curricula of 126 U.S. and 17 Canadian medical schools, the authors found that only 19% of U.S. medical schools and 24% of Canadian medical schools require basic science courses or experiences during the clinical years, a minor increase compared with 1985. Curricular methods ranged from simple lectures to integrated case studies with hands-on laboratory experience. The authors hope to advance the national discussion about the need to more fully integrate basic science teaching throughout all four years of the medical student curriculum by placing a curricular innovation in the context of similar efforts by other U.S. and Canadian medical schools.

  13. History of Medicine in US Medical School Curricula.

    PubMed

    Caramiciu, Justin; Arcella, David; Desai, Manisha S

    2015-10-01

    To determine the extent to which the history of medicine (HOM) and its related topics are included within the curriculum of accredited medical schools in the United States. Survey instrument. US allopathic medical schools. An online survey was sent to officials from every medical school in the US. Respondents were asked to provide institutional identifiers, the presence of an HOM elective offered to medical students, the years during which the elective is offered, the existence of an HOM department, and the contact information for that particular department. Nonresponders were contacted by phone to elicit the same information. History of medicine electives included didactic sessions and seminars with varying degrees of credit offered in different years of medical school. Based on responses from 119 of 121 contacted medical schools (98%), 45 (37%) included formal lectures or weekly seminars in the medical school curriculum. Five (11%) curricula had or have required HOM, whereas 89% offered elective HOM instruction. Course duration and credit awarded varied. Eighteen (15%) medical schools included departments dedicated to HOM. Providing education in HOM was limited by faculty interest, clinical training hours, and low interest. Data collected by our study suggest that substantial barriers exist within the academic medical community towards a wider acceptance of the importance of HOM. Causes for such lack of interest include absence of questions on written or oral tests related to HOM, difficulty in publishing articles related to HOM in peer reviewed journals, near absence of research grants in HOM, difficulty in getting academic promotions or recognition for activities related to HOM, and a lack of support from academic chairpersons for activities related to HOM. Copyright © 2015 Anesthesia History Association. Published by Elsevier Inc. All rights reserved.

  14. [The Chair of the medical chemistry department at the Faculty of Medicine and the Chair of chemistry at the School of Pharmacy of Strasbourg (1794-1871)].

    PubMed

    Pabst, Jean-Yves

    2011-01-01

    Strasbourg occupied during the 19th century a privileged place in chemistry, as well in education as in research, and that in particular in three institutions created after the dissolution of the old University during the French Revolution: the Faculty of Sciences, the School then Faculty of Medicine created in 1794, and the School of Pharmacy created in 1804. In 1871, Alsace was annexed by Germany. The chair of medical chemistry in the Faculty of Medicine was successively occupied by: Pierre François Nicolas (1743-1816) in 1794-1795, Frédéric Louis Ehrmann (1741-1801) from 1796 to 1798, Gabriel Masuyer (1761-1849) from 1798 to 1838, and Amédée Cailliot (1805-1884) from 1838 to 1871. The chair of chemistry in the School of Pharmacy was successively occupied by: Louis Hecht (1771-1857)from 1804 to 1835, Jean François Persoz (1805-1868) from 1835 to 1852, Adrien Loir (1816-1899) from 1852 to 1855, Charles Frédéric Gerhardt and Eugène Théodore Jacquemin (1828-1909) from 1856 to 1871.

  15. Early predictors of career achievement in academic medicine.

    PubMed

    Brancati, F L; Mead, L A; Levine, D M; Martin, D; Margolis, S; Klag, M J

    1992-03-11

    To identify early personal and scholastic factors that predict academic career choice and long-term career achievement among academic physicians. A longitudinal cohort study. Nine hundred forty-four male physicians who graduated from The Johns Hopkins University School of Medicine, Baltimore, MD, from 1948 through 1964. Career achievement outcomes included attained faculty rank in 1990 and the number of citations (20 to 24 years after graduation) to published work. Of the 944 physicians, 424 (45%) had chosen academic careers. Scholastic performance and research experience in medical school were independently associated with having chosen an academic career (P less than .001). Among academicians, higher attained rank in 1990 was independently associated with the following: (1) membership in Alpha Omega Alpha (relative risk [RR] = 4.94, P = .0001); (2) rank in the top third of the graduating class (RR = 2.68, P = .01); and (3) research experience in medical school (RR = 3.11, P = .0001). These three factors were also independently associated with more citations to participants' published work (P less than .05). These data suggest that scholastic performance and research experience during medical school predict career achievement in academic medicine over 20 years in the future.

  16. New paradigm in training of undergraduate clinical skills: the NEPTUNE-CS project at the Split University School of Medicine.

    PubMed

    Simunovic, Vladimir J; Hozo, Izet; Rakic, Mladen; Jukic, Marko; Tomic, Snjezana; Kokic, Slaven; Ljutic, Dragan; Druzijanic, Nikica; Grkovic, Ivica; Simunovic, Filip; Marasovic, Dujomir

    2010-10-01

    Clinical skills' training is arguably the weakest point in medical schools' curriculum. This study briefly describes how we at the Split University School of Medicine cope with this problem. We consider that, over the last decades, a considerable advancement in teaching methodologies, tools, and assessment of students has been made. However, there are many unresolved issues, most notably: (i) the institutional value system, impeding the motivation of the teaching staff; (ii) lack of a strong mentoring system; (iii) organization, timing, and placement of training in the curriculum; (iv) lack of publications pertinent to training; and (v) unwillingness of patients to participate in student training. To improve the existing training models we suggest increased institutional awareness of obstacles, as well as willingness to develop mechanisms for increasing the motivation of faculty. It is necessary to introduce changes in the structure and timing of training and to complement it with a catalog, practicum, and portfolio of clinical skills. At Split University School of Medicine, we developed a new paradigm aimed to improve the teaching of clinical skills called "Neptune-CSS," which stands for New Paradigm in Training of Undergraduate Clinical Skills in Split.

  17. [Research Misconduct in Japan and How It Is Covered by the Media].

    PubMed

    Enoki, Eisuke

    2018-01-01

    　Cases of research misconduct (fabrication, falsification, and plagiarism) have been increasing worldwide, including in Japan. In particular, since 2006, many cases of research misconduct have been reported in Japan, and these cases have also been covered by the media. The 2014 case of the withdrawal of articles on STAP cells followed a rare course in which research misconduct became a full-blown social phenomenon. In recent years, even the University of Tokyo has experienced reported cases of research misconduct. In this report, I would like to introduce some representative cases of research misconduct in the field of life sciences over the past decade. These examples include studies conducted at Osaka University Graduate School of Medicine (2006), Osaka University Graduate School of Frontier Bioscience (2006), Ryukyu University School of Medicine (2010), Toho University School of Medicine (2012), The University of Tokyo Institute of Molecular and Cellular Biosciences (2013), and several cases outside of Japan. I will discuss what researchers should do to reduce the incidence of research misconduct. In addition, I will discuss how these cases were covered by the media, because the public's impression of research misconduct is formed by media coverage.

  18. A Multidisciplinary Clerkship in Emergency Medicine.

    ERIC Educational Resources Information Center

    And Others; Marshall, Carter L.

    1979-01-01

    At the New Jersey Medical School, an obligatory, multidisciplinary, fourth-year emergency medicine clerkship requires ambulance duty, emergency room rotation, medical specialty lectures, and a cardiac life support providers course. Particular problems associated with multidisciplinary courses are discussed. (Author/JMD)

  19. History of forensic medicine in Turkey.

    PubMed

    Oguz, Polat; Cem, Uysal

    2009-05-01

    Turkey has a short history of forensic medicine compared to the developed countries. Sultan Mahmud II established the first medical school of the Ottoman Empire named as Mekteb-i Tibbiye-i Sahane to provide health services to the army in 1839 [Gok S. Tomorrow, today and yesterday of the forensic medicine. 1st ed. Istanbul: Temel printing office; 1995]. It is also accepted as an important milestone of both medical education and forensic medicine in Turkey [Gok S and Ozen C. History and organization of forensic. 1st ed. Istanbul: Istanbul University Cerrahpasa Medical School Publications; 1982]. The first lecturer of forensic medicine at Mekteb-i Tibbiye-i Sahane was Dr. Charles Ambroise Bernard (C.A.). and he was also the first to perform autopsy in the history of Ottoman Empire [Gok, 1995]. Approximately 40 years after the first forensic medicine lecture in 1879, the Department of Medical Jurisprudence was established as a division of Zabita Tababet-i Adliye (Law Enforcement Office) in Istanbul [Sehsuvaroğlu and Ozen. History and development of forensic medicine in the world and in our country. Mag Istanbul Univ Med Fac 1974;36(60)]. This paper documents the first two cases of autopsies performed in Turkey with the original papers from the National Library.

  20. Bedside ultrasonography (US), Echoscopy and US point of care as a new kind of stethoscope for Internal Medicine Departments: the training program of the Italian Internal Medicine Society (SIMI).

    PubMed

    Arienti, Vincenzo; Di Giulio, Rosella; Cogliati, Chiara; Accogli, Esterita; Aluigi, Leonardo; Corazza, Gino Roberto

    2014-10-01

    In recent years, thanks to the development of miniaturized ultrasound devices, comparable to personal computers, tablets and even to smart phones, we have seen an increasing use of bedside ultrasound in internal medicine departments as a novel kind of ultrasound stethoscope. The clinical ultrasound-assisted approach has proved to be particularly useful in assessing patients with nodules of the neck, dyspnoea, abdominal pain, and with limb edema. In several cases, it has allowed a simple, rapid and precise diagnosis. Since 2005, the Italian Society of Internal Medicine and its Ultrasound Study Group has been holding a Summer School and training courses in ultrasound for residents in internal medicine. A national network of schools in bedside ultrasound was then organized for internal medicine specialists who want to learn this technique. Because bedside ultrasound is a user-dependent diagnostic method, it is important to define the limits and advantages of different new ultrasound devices, to classify them (i.e. Echoscopy and Point of Care Ultrasound), to establish appropriate different levels of competence and to ensure their specific training. In this review, we describe the point of view of the Italian Internal Medicine Society on these topics.

  1. Didactic content and teaching methodologies on required allopathic US family medicine clerkships.

    PubMed

    Schwiebert, L P; Aspy, C B

    1999-02-01

    Despite the increased prominence of family medicine clerkships in required third- and fourth-year clinical rotations in US allopathic medical schools, the content of these clerkships varies markedly among institutions, and there is little in the literature concerning the current or desired content of family medicine clerkships. This study explores the didactic content of a national sample of required family medicine clerkships to assess what and how this important aspect of clerkship curriculum is taught. Using an original survey instrument, we surveyed US medical schools through mailings and follow-up phone contacts. We categorized free-form responses using a coding dictionary specific to this study and computed descriptive statistics. Of 127 medical schools contacted, 105 (83%) responded. Among respondents, 86 (82%) had a required family medicine clerkship, 80% of them in the third year. Mean clerkship length was 5.3 weeks (median = 4 weeks), and the mean number of didactic sessions was about 2 per week. Almost 80% of clerkships had sessions in the broad area of family medicine, and prevention was the most frequent individual topic, taught in 32 (37%) of clerkships. Seventy-one percent of sessions used methodologies other than lectures. The mean time devoted to teaching 24 of the top 26 topics identified in the survey was between 1.2 and 3.1 hours/rotation, although case presentations and common problems each averaged more than 7 hours on clerkships teaching these topics. This survey provided more detailed information than previously available about the didactic content of required US allopathic family medicine clerkships. The survey also documented the lack of agreement among these clerkships on didactic content. Most didactic sessions used interactive rather than lecture format. The information from this first detailed survey provides family medicine clerkship directors with national comparisons of didactic content and methodology as a foundation for further discussion.

  2. Adapting the Home After a Stroke

    MedlinePlus

    ... and the Program in Occupational Therapy at Washington University in St. Louis School of Medicine . The research ... the Leonard Davis School of Gerontology at the University of Southern California), with additional contributions from Laura ...

  3. An underrated personality of the Cluj School of Pathology: Alexandru Serban (1920-1977).

    PubMed

    Bârsu, Dan Cristian; Bârsu, Marina

    2016-01-01

    The Romanian School of Pathology from Cluj has an important prestige, well known in Romania and abroad. It was founded in the same year with the Romanian Faculty of Medicine from the same City. The founder of the School of Pathology was Victor Babes (1854-1926). In 1920, his role was continued by his remarkable pupil Titu Vasiliu (1885-1961). Unfortunately, a personality of this School of Pathology rarely mentioned is Alexandru Serban (1920-1977). He was pupil of T. Vasiliu and he led the Department of Pathology from the Cluj Faculty of Medicine between 1973 and 1977. The purpose of our paper is to put into evidence his contributions in the development of pathology in Cluj and in Romania. We mention some data about his life. Thus, we pay an homage to his memory.

  4. Practice location factors influencing South Dakota School of Medicine graduates (1977-85).

    PubMed

    Jarratt, L G; Leonardson, G R; Nord, W J

    1989-12-01

    Physician numbers and placement continue to be major health delivery concerns in the rural state of South Dakota. This study of four-year graduates (1977-1985) of the South Dakota School of Medicine looks at current factors affecting physician placement and compares placement and location selection factors to a previous study of graduates of the medical school when it was a two-year program (1969-1973). Factors influencing physicians locating in South Dakota were: closeness to their home town and or spouses' home town, residency training in small towns, payment of educational loans, medical school clerkships, time of decision, etc. Factors influencing physicians locating in rural communities (less than 5,000) were: growing up in small communities, residency training in small communities, early location decisions, payment of loans, and high medical need.

  5. Computer Assisted Instruction in the Health Professions.

    ERIC Educational Resources Information Center

    Stolurow, Lawrence M.; And Others

    Introductory remarks by staff members at Ohio State University College of Medicine, Harvard Medical School, U.S. Naval Medical School, Harvard School of Public Health, and Michigan State University explore the educational requirements of the health professions and the ways in which the computer can aid in fulfilling these requirements. Programs…

  6. Nurse Practitioner Pharmacology Education.

    ERIC Educational Resources Information Center

    Waigandt, Alex; Chang, Jane

    A study compared the pharmacology training of nurse practitioner programs with medical and dental programs. Seventy-three schools in 14 states (40 nurse practitioner programs, 19 schools of medicine, and 14 schools of dentistry) were surveyed by mailed questionnaire about the number of hours devoted to the study of pharmacology. The major findings…

  7. The Facts about School Athletic Injuries--A Conversation with Dr. James Garrick.

    ERIC Educational Resources Information Center

    NASSP Bulletin, 1981

    1981-01-01

    An interview with the director of San Francisco's Center for Sports Medicine covers the frequency of athletic injuries in different high school sports, follow-up procedures after injury, the provision of safe facilities, conditioning, and the benefits of having an athletic trainer on the school staff. (WD)

  8. Meals Served in Public Schools.

    ERIC Educational Resources Information Center

    Vivigal, Lisa

    The Physicians Committee for Responsible Medicine (PCRM) contacted public school districts around the United States to determine if they offered low-fat, healthful meals. The PCRM ranked the schools according to whether they served low-fat and vegetarian meals daily, whether these meals varied through the week, and whether children needed to…

  9. Exercise-Based School Obesity Prevention Programs: An Overview

    ERIC Educational Resources Information Center

    Yetter, Georgette

    2009-01-01

    Overweight and obesity are major health concerns for young people. Schools are particularly promising environments for preventing and treating obesity. The Institutes of Medicine recommends 60 minutes per day of physical activity for children and youth, including at least 30 minutes at school. Yet the amount of moderate to vigorous physical…

  10. Family Medicine or Primary Care Residency Selection: Effects of Family Medicine Interest Groups, MD/MPH Dual Degrees, and Rural Medical Education.

    PubMed

    Wei McIntosh, Elizabeth; Morley, Christopher P

    2016-05-01

    If medical schools are to produce primary care physicians (family medicine, pediatrics, or general internal medicine), they must provide educational experiences that enable medical students to maintain existing or form new interests in such careers. This study examined three mechanisms for doing so, at one medical school: participation as an officer in a family medicine interest group (FMIG), completion of a dual medical/public health (MD/MPH) degree program, and participation in a rural medical education (RMED) clinical track. Specialty Match data for students who graduated from the study institution between 2006 and 2015 were included as dependent variables in bivariate analysis (c2) and logistic regression models, examining FMIG, MD/MPH, and RMED participation as independent predictors of specialty choice (family medicine yes/no, or any primary care (PC) yes/no), controlling for student demographic data. In bivariate c2 analyses, FMIG officership did not significantly predict matching with family medicine or any PC; RMED and MD/MPH education were significant predictors of both family medicine and PC. Binary logistic regression analyses replicated the bivariate findings, controlling for student demographics. Dual MD/MPH and rural medical education had stronger effects in producing primary care physicians than participation in a FMIG as an officer, at one institution. Further study at multiple institutions is warranted.

  11. [Fifty years of the Polish School of Medicine at the University of Edinburgh (1941-1991)].

    PubMed

    Tomaszewski, W

    1994-01-01

    The Polish School of Medicine at the University of Edinburgh started in 1941 on the initiative of the University. It was destined for soldier-students in the Polish Forces in Great Britain. This academic institution, unique in the history of universities, was a joint Scottish-Polish enterprise. An Agreement was concluded between the Polish Government in London and the University of Edinburgh. The School was an independent Polish academic institution and, at the same time, an integral part of the University of Edinburgh. The students matriculated at the University. The University provided all the laboratory and clinical facilities necessary for teaching. Due to a lack of Polish professors for some chairs a few of them were held by Scottish professors. Attached to them were Polish lecturers but the examinations were then held in English. The diploma, originally valid only in Poland, became recognised in Great Britain following an Act of Parliament in 1947. There were 337 students, a number of them women. 227 obtained the degree M.B., Ch.B. The war ended in 1945. The School continued up till 1949. Poland was not free. The Nazi occupation of Poland was replaced by Soviet domination which was to last for over 40 years. Only 22 of the graduates returned home, about 100 settled in G. Britain, another 100 dispersed world wide. The "magnanimous gesture" of the University of Edinburgh was thereafter remembered with gratitude by the members of the Polish School. In 1961, on the occasion of the 20th anniversary of the School, the first reunion of the graduates was organised in Birmingham for those settled in Gr. Britain. The success of the reunion prompted decision on organising annual "English" gatherings of the Polish graduates in Gr. Britain. The first world reunion of the graduates took place in Edinburgh in 1966, attracting a large number of participants on this occasion of the 25th anniversary of the School. That immensely successful anniversary of the Polish School which was celebrated by the University, influenced the participants to organise regular quinquennial world reunions in Edinburgh. A later, particularly memorable event, was the world reunion in 1976 on the occasion of the 250th anniversary of the Medical Faculty of the University; it was celebrated jointly, as it coincided with the 35th anniversary of the Polish School. The 45th anniversary of the School in 1986 was marked by the opening of the "Polish School of Medicine Historical Collection" in the Polish Room of the Erskine Medical Library of the University of Edinburgh. Also a Polish School of Medicine Memorial Fund, founded on contributions from the graduates, was inaugurated at the University of Edinburgh to provide scholarships for research workers from Poland. Another venture was the "Professor Antoni Jurasz Lectureship" for professors of the Edinburgh Medical Faculty to promote contact with Medical Schools in Poland by delivering lectures. An ardent desire was expressed by the original organisers of the School to continue into the future the academic links in medicine between the University and Poland. Political and ideological factors which devided the post-war Europe did not favor such a fulfillment of this plan. The members of the School who remained in the West, maintained links with the University and prepared funds to put the plans of co-operation into action. With the end of the political division of Europe the future of a productive Scottish-Polish collaboration can be viewed with hope and confidence.

  12. Cooperation and Conflict: Faction Problem of Western Medicine Group in Modern China.

    PubMed

    Jo, Jeongeun

    2016-08-01

    After the defeat of the Opium War and the Sino-Japanese War, China's intellectuals realized necessity of modernization (Westernization) to survive in the imperial order of the survival of the fittest. In particular, it was urgent to accept Western medicine and train the doctors who learned Western medicine to change the sick and weary Chinese to be robust. Thus, new occupations of the Western Medicine Group (xiyi, doctors who learned Western medicine) emerged in China. As with the first profession, the new Western Medicine Group tried to define standards of Western medicine and medical profession; however, it was difficult in the absence of the strong central government. In addition, they formed a faction by the country where they studied or the language they learned. The factions included the Britain - America faction(yingmeipai) consisting of the Britain - America studied doctors or graduates from Protestant missions based medical schools, and the Germany - Japan faction(deripai), graduates from medical schools by Japanese or German government and the Chinese government. In 1915, they founded the National Medical Association of China mainly consisting of the Britain - America faction and the National Medical and Pharmaceutical Association of China led by the Germany - Japan faction. Initially, exchanges were active so most of eminent doctors belonged the two associations at the same time. They had a consciousness of a common occupation group as a doctor who had learned Western medicine. Thus, they actively cooperated to keep their profits against Chinese medicine and enjoy their reputation. Their cooperation emitted light particularly in translation of medical terms and unified works. Thanks to cooperation, the two associations selected medical terminologies by properly using the cases of the West and Japan. Additionally, medical schools of the Britain - America faction and the Germany - Japan faction produced various levels of the Western Medicine Group doctors for China to timely respond to the rapidly increased demand. However, a conflict over the promotion of hygiene administration and the unification, organization of medical education did not end. This conflict was deepening as the Nanjing nationalist government promoted sanitary administration. It was the Britain - America faction who seized a chance of victory. It was because figures from the Britain - America faction held important positions in the hygiene department. Of course, some related to the National Medical and Pharmaceutical Association of China were also involved in the hygiene department; however, most took charge of simple technical tasks, not having a significant impact on hygiene administration. To solve the problem of factions of the Western Medicine Group, the Britain - America faction or the Germany - Japan faction had to arrange the education system with a strong power, or to organize a new association of two factions mixed, as in Chinese faction(zhonghuapai). But an effort of the Britain - America faction to unify the systems of medical schools did not reach the Germany - Japan faction's medical schools. Additionally, from 1928, executives of the two Chinese medical associations discussed their merger; however they could not agree because of practitioners'interests involved. Substantially, a conflict between factions of the Western Medicine Group continued even until the mid-1930s. This implies that the then Chinese government had a lack of capacity of uniting and organizing the medical community.

  13. [Psychological features and cognitive styles of students entering medicine and other careers at the Pontificia Universidad Católica de Chile].

    PubMed

    Bitran, Marcela; Zúñiga, Denisse; Lafuente, Montserrat; Viviani, Paola; Mena, Beltrán

    2004-07-01

    The similarity between the psychological features of medical school freshmen of different cohorts suggests that Medicine attracts students with specific psychological types. However, it is also possible that medical students are similar to the students admitted to any other career with high admission requirements. To determine if medical school freshmen are different from those of Engineering, Architecture, Psychology and Journalism. The Spanish version of the Myers Briggs Psychological Type Indicator (MBTI) was applied to two cohorts of Medical School freshmen (90 students of the 2000 cohort and 91 students of the 2001 cohort) and to a sample of 669 freshmen from the careers of Engineering, Psychology, Architecture and Journalism. Students entering Medical School are similar to the students admitted to Engineering and different from those that entered Architecture, Psychology and Journalism in the Pontificia Universidad Católica de Chile in 2000 and 2001. Medicine attracts a larger proportion of concrete and practical students that have an objective and systematic approach to study and to life in general. Unlike Medicine, Psychology and Architecture attract more students that have a cognitive style characterized by an intuitive perception, and that face life with an open and flexible attitude. This study reveals that the psychological features of undergradutate students are associated to their career choice. These psychological variables, therefore, may be relevant to the students' vocational preferences and possibly to their future specialty choice.

  14. Attitude towards Oral Health at Various Colleges of the University of Zagreb: A Pilot Study.

    PubMed

    Ivica, Anja; Galić, Nada

    2014-06-01

    The aim of this study was to compare the oral status of three various groups of students: students of the School of Dental Medicine, students of technical sciences and students of humanities. Research included 58 students of the University of Zagreb. They answered 3 questions: how often they brush their teeth, how often they visit their dentist and how important dental health is to them. After a standard dental check-up we calculated the DMFT index. They were given an indicator for plaque Mira-2-Ton® (Hager Werken, Duisburg, Germany) and we calculated the plaque index. For statistical analysis the ANOVA test was used. Students of the School of Dental Medicine had a lower plaque index than other students and this was statistically significant (p=0.0018; f=7.14). They also had a lower DMFT index, but it was not statistically significant (p=0.1004; f=2.4). 83% of students said that they brushed their teeth 2-3 times a day. Only 17% of all students brush their teeth more than 3 times a day and they are all students of the School of Dental Medicine (21% of them). Perception of oral health is on a high level, but perception of oral disease is not. The social approval of the answer was also an important factor. Students of the School of Dental Medicine are an illustrative example of improving our habits due to education.

  15. Attitude towards Oral Health at Various Colleges of the University of Zagreb: A Pilot Study

    PubMed Central

    Ivica, Anja; Galić, Nada

    2014-01-01

    Purpose The aim of this study was to compare the oral status of three various groups of students: students of the School of Dental Medicine, students of technical sciences and students of humanities. Material and methods Research included 58 students of the University of Zagreb. They answered 3 questions: how often they brush their teeth, how often they visit their dentist and how important dental health is to them. After a standard dental check-up we calculated the DMFT index. They were given an indicator for plaque Mira-2-Ton® (Hager Werken, Duisburg, Germany) and we calculated the plaque index. For statistical analysis the ANOVA test was used. Results Students of the School of Dental Medicine had a lower plaque index than other students and this was statistically significant (p=0.0018; f=7.14). They also had a lower DMFT index, but it was not statistically significant (p=0.1004; f=2.4). 83% of students said that they brushed their teeth 2-3 times a day. Only 17% of all students brush their teeth more than 3 times a day and they are all students of the School of Dental Medicine (21% of them). Perception of oral health is on a high level, but perception of oral disease is not. The social approval of the answer was also an important factor. Conclusion Students of the School of Dental Medicine are an illustrative example of improving our habits due to education. PMID:27688358

  16. Glycogen synthase kinase-3--a promising therapeutic target: Dr Hagit Eldar-Finkelman interviewed by Emma Quigley.

    PubMed

    Eldar-Finkelman, Hagit

    2006-04-01

    Dr Hagit Eldar-Finkelman (Sackler School of Medicine, Israel) was interviewed by Emma Quigley (Commissioning Editor, Expert Opinion on Therapeutic Targets) on 16th February 2006. Born in Jerusalem, Dr Eldar-Finkelman received her BSc in Chemistry in 1984 and both her MSc in Physical Chemistry (1986) and PhD in Life Science (1993) from the Weizmann Institute of Science. She was a recipient of the British Council Award, which allowed her to conduct research in biological nuclear magnetic resonance at the University of Oxford in the laboratory of Professor George K Radda. Following postdoctoral work at the School of Medicine of the University of Washington with Nobel Laureate Professor Edwin G Krebs, she became an Assistant Professor in the Department of Medicine at Harvard Medical School. Dr Eldar-Finkelman joined the Sackler School of Medicine at Tel Aviv University in 1999. Dr Eldar-Finkelman's research focuses on the molecular mechanisms regulating the protein kinase glycogen synthase kinase-3 (GSK-3), and their implications in negative regulation of signalling pathways. In particular, her work aims to develop specific inhibitors for GSK-3 and to test their functions in vitro and in vivo, considering the concept that such inhibitors may be useful in insulin resistance and Type 2 diabetes. These studies provide a conceptual basis for development of GSK-3 inhibitors and may lead to design of small molecules for treatment of diabetes and or neurodegenerative disorders.

  17. Perspective: PhD scientists completing medical school in two years: looking at the Miami PhD-to-MD program alumni twenty years later.

    PubMed

    Koniaris, Leonidas G; Cheung, Michael C; Garrison, Gwen; Awad, William M; Zimmers, Teresa A

    2010-04-01

    Producing and retaining physician-scientists remains a major challenge in advancing innovation, knowledge, and patient care across all medical disciplines. Various programs during medical school, including MD-PhD programs, have been instituted to address the need for continued production of physician-scientists. From 1971 through 1989, 508 students with a prior PhD in the sciences, mathematics, or engineering graduated in two years from an accelerated MD program at the University of Miami School of Medicine. The program, designed to address potential clinical physician shortages rather than physician-scientist shortages, quickly attracted many top-notch scientists to medicine. Many program graduates went to top-tier residencies, pursued research careers in academic medicine, and became academic leaders in their respective fields. A retrospective examination of graduates conducted in 2008-2009 demonstrated that approximately 59% took positions in academic university medical departments, 3% worked for governmental agencies, 5% entered industry as researchers or executives, and 33% opted for private practice. Graduates' positions included 85 full professors, 11 university directors or division heads, 14 academic chairs, 2 medical school deans, and 1 astronaut. Overall, 30% of graduates had obtained National Institutes of Health funding after completing the program. These results suggest that accelerated medical training for accomplished scientists can produce a large number of successful physician-scientists and other leaders in medicine. Furthermore, these results suggest that shortening the medical portion of combined MD-PhD programs might also be considered.

  18. Confidence in palliative care issues by medical students and internal medicine residents.

    PubMed

    Storarri, Ana Carolina Montouro; de Castro, Giovana Dalmedico; Castiglioni, Lilian; Cury, Patricia Maluf

    2017-12-16

    Palliative care (PC) is a relatively new field in Brazil, but this knowledge is of great importance in medical practice. To evaluate the degree of confidence among medical students and first-year and second-year internal medicine residents in addressing issues of death and terminal illness with patients and their families. A modified version of the Self-Efficacy in Palliative Care Scale was applied to 293 students in their first year to sixth year at the School of Medicine of São José do Rio Preto and to 43 residents in their first year or second year of medical practice at the same institution in Brazil, in 2015. The questionnaire evaluated students' opinions on the need to include theoretical and practical classes on PC in the medical school. Students in their fifth year of medical school were more confident than the students in their first, second, third and fourth years; there were no statistically significant differences between fifth-year students, sixth-year students and the internal medicine residents. Residents were more confident than all of the medical school students except those in their fifth year (P<0.05) because they have more contact with terminally ill patients than other students do; fifth-year medical students are likely overestimating their abilities. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2017. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

  19. Are School Vending Machines Loaded with Calories and Fat: An Assessment of 106 Middle and High Schools

    ERIC Educational Resources Information Center

    Pasch, Keryn E.; Lytle, Leslie A.; Samuelson, Anne C.; Farbakhsh, Kian; Kubik, Martha Y.; Patnode, Carrie D.

    2011-01-01

    Background: The purpose of this study was to describe the extent to which vending offerings in 106 schools in the St. Paul-Minneapolis, Minnesota metropolitan area, met criteria for types of beverages, fat, and calories based on selected criteria offered by the Institute of Medicine. Methods: Schools where youth participants were attending for the…

  20. Prestige among Graduate and Professional Schools: Comparing the "U.S. News'" Graduate School Reputation Ratings between Disciplines

    ERIC Educational Resources Information Center

    Sweitzer, Kyle; Volkwein, J. Fredericks

    2009-01-01

    Using a conceptual model, this study examines the variables associated with the "U.S. News and World Report" peer assessment ratings of graduate and professional schools in business, education, engineering, law, and medicine. What are the correlates of prestige among the nation's leading graduate and professional schools, and are they consistent…

  1. The Demonstration of Organizational Legitimacy among Independent Professional Schools of Acupuncture and Oriental Medicine

    ERIC Educational Resources Information Center

    Storrs, Elizabeth

    2012-01-01

    Independent professional schools were a significant part of higher education in the United States until the rise of universities at the beginning of the 20th century. In the 21st century, the overwhelming majority of professional schools are indeed affiliated with universities; however there are a growing number of professional schools in variety…

  2. Implementing an Over-the-Counter Medication Administration Policy in an Elementary School

    ERIC Educational Resources Information Center

    Foster, Lori S.; Keele, Rebecca

    2006-01-01

    A major focus of school nursing interventions is to improve school attendance. In many schools, parents are required to leave work and/or to arrange transportation to bring their children over-the-counter medicines. Many times these children went home, missing class and making it difficult to keep up with class work. The purpose of this study was…

  3. National standards in pathology education: developing competencies for integrated medical school curricula.

    PubMed

    Sadofsky, Moshe; Knollmann-Ritschel, Barbara; Conran, Richard M; Prystowsky, Michael B

    2014-03-01

    Medical school education has evolved from department-specific memorization of facts to an integrated curriculum presenting knowledge in a contextual manner across traditional disciplines, integrating information, improving retention, and facilitating application to clinical practice. Integration occurs throughout medical school using live data-sharing technologies, thereby providing the student with a framework for lifelong active learning. Incorporation of educational teams during medical school prepares students for team-based patient care, which is also required for pay-for-performance models used in accountable care organizations. To develop learning objectives for teaching pathology to medical students. Given the rapid expansion of basic science knowledge of human development, normal function, and pathobiology, it is neither possible nor desirable for faculty to teach, and students to retain, this vast amount of information. Courses teaching the essentials in context and engaging students in the learning process enable them to become lifelong learners. An appreciation of pathobiology and the role of laboratory medicine underlies the modern practice of medicine. As such, all medical students need to acquire 3 basic competencies in pathology: an understanding of disease mechanisms, integration of mechanisms into organ system pathology, and application of pathobiology to diagnostic medicine. We propose the development of 3 specific competencies in pathology to be implemented nationwide, aimed at disease mechanisms/processes, organ system pathology, and application to diagnostic medicine. Each competency will include learning objectives and a means to assess acquisition, integration, and application of knowledge. The learning objectives are designed to be a living document managed (curated) by a group of pathologists representing Liaison Committee on Medical Education-accredited medical schools nationally. Development of a coherent set of learning objectives will assist medical students nationally to gain the basic competencies in pathology necessary for clinical practice. Having national standards for competencies preserves schools' independence in specific curriculum design while assuring all students meet the evolving needs of medical practice.

  4. Friends of the National Library of Medicine | NIH MedlinePlus the Magazine

    MedlinePlus

    ... Dr. DeBakey was also given by Dr. Ronald Cotton, a graduate of the DeBakey High School for ... medicine, health care, and or the sciences. Dr. Cotton discussed his receipt of his medical degree from ...

  5. 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…

  6. Palliative medicine Death Rounds: small group learning on a vital subject.

    PubMed

    Kitzes, Judith A; Kalishman, Summers; Kingsley, Darra D; Mines, Jan; Lawrence, Elizabeth

    The medical student's experience with patients' dying and death has profound impact on personal and professional development. Death Rounds at the University of New Mexico School of Medicine is a small group educational model that promotes student self-reflection, metacognition, professional growth, and collegial support. To describe the implementation and evaluation activities of a third year clerkship Death Rounds which are a structured, institutionally supported resource for helping students to understand the clinical, ethical, legal, professional, cultural, and spiritual aspects of death. Medical students attend 2 to 3 small group palliative medicine Death Rounds sessions, facilitated by the attending clerkship director, chief residents, and a palliative care physician. The students' assessment of their palliative medicine knowledge and skills in 5 categories before and after participation in Death Rounds rated their skills after Death Rounds higher with effect sizes ranging from 0.9 to 1.9. Evidence from both the Death Rounds Questionnaire and Facilitators' Logs demonstrates that multiple issues and topics were addressed and all associated with the School of Medicine's 6 core competencies. Death Rounds minimally affect on clerkship time and faculty resources.

  7. The Educational Legacy of the UPR School of Tropical Medicine: Curricula, Faculty, Students (1926-1949).

    PubMed

    Rabionet, Silvia Esther

    2016-09-01

    This essay discusses the educational evolution of the University of Puerto Rico-School of Tropical Medicine (UPR-STM) under the auspices of Columbia University. It takes a closer look to what was taught, who taught it and who were the students benefitting from the educational, learning and advanced research activities. It highlights some characteristics of the educational environment that aimed to harvest a well-trained group of scientists, academicians, and practitioners. It examines the characteristics of the faculty and graduates and their role in the teaching and dissemination of knowledge in tropical medicine and closely related fields. The curricula was characterized for its flexibility to accommodate the students' clinical and research interests. With the advent of the 1940s the School started offering public health professionals degrees in addition to the former research-based training. This brought tensions associated to professionalization, the diversification of purposes, the expansion without sufficient resources, and the opening to different levels of students. Maintaining a cadre of well-trained prestigious faculty was always a struggle. Strategies such as visiting professors and joint and ad-honorem appointments were used. Agreements with universities around the world, philanthropic institutions, professional associations, and with different branches of the local and federal government supplemented the resources of the School. In return, the School offered an environment committed to educational standards, networking and a wealth of data for study and discovery.

  8. 42 CFR 60.50 - Which schools are eligible to be HEAL schools?

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... Osteopathic Medicine Doctor of Dentistry or equivalent degree Bachelor or Master of Science in Pharmacy or...) Council on Podiatric Medical Education. (G) American Council on Pharmaceutical Education. (H) Council on...

  9. 34 CFR 609.2 - What institutions are eligible to receive a grant under this part?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... making a substantial contribution to legal, medical, dental, veterinary or other graduate education... Postgraduate Medical School; (4) Clark Atlanta University; (5) Tuskegee Institute School of Veterinary Medicine...

  10. 34 CFR 609.2 - What institutions are eligible to receive a grant under this part?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... making a substantial contribution to legal, medical, dental, veterinary or other graduate education... Postgraduate Medical School; (4) Clark Atlanta University; (5) Tuskegee Institute School of Veterinary Medicine...

  11. Geriatrics education is associated with positive attitudes toward older people in internal medicine residents: a multicenter study.

    PubMed

    Tufan, Fatih; Yuruyen, Mehmet; Kizilarslanoglu, Muhammet Cemal; Akpinar, Timur; Emiksiye, Sirhan; Yesil, Yusuf; Ozturk, Zeynel Abidin; Bozbulut, Utku Burak; Bolayir, Basak; Tasar, Pinar Tosun; Yavuzer, Hakan; Sahin, Sevnaz; Ulger, Zekeriya; Ozturk, Gulistan Bahat; Halil, Meltem; Akcicek, Fehmi; Doventas, Alper; Kepekci, Yalcin; Ince, Nurhan; Karan, Mehmet Akif

    2015-01-01

    The number of older people is growing fast in Turkey. In this context, internal medicine residents and specialists contact older people more frequently. Thus, healthcare providers' knowledge and attitudes toward older people is becoming more important. Studies that specifically investigate internal medicine residents' attitudes toward the elderly are scarce. We aimed to investigate the attitudes of internal medicine residents toward older people. This cross-sectional multicenter study was undertaken in the internal medicine clinics of six university state hospitals that provide education in geriatric care. All internal medicine residents working in these hospitals were invited to participate in this questionnaire study between March 2013 and December 2013. We recorded the participants' age, sex, duration of internal medicine residency, existence of relatives older than 65 years, history of geriatrics course in medical school, geriatrics rotation in internal medicine residency, and nursing home visits. A total of 274 (82.3%) of the residents participated in this study, and 83.6% of them had positive attitudes toward older people. A geriatrics rotation during internal medicine residency was the only independent factor associated with positive attitudes toward the elderly in this multivariate analysis. A geriatrics course during medical school was associated with positive attitudes in the univariate analysis, but only tended to be so in the multivariate analysis. Geriatrics rotation during internal medicine residency was independently associated with positive attitudes toward older people. Generalization of geriatrics education in developing countries may translate into a better understanding and improved care for older patients. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.

  12. Are school vending machines loaded with calories and fat: an assessment of 106 middle and high schools.

    PubMed

    Pasch, Keryn E; Lytle, Leslie A; Samuelson, Anne C; Farbakhsh, Kian; Kubik, Martha Y; Patnode, Carrie D

    2011-04-01

    The purpose of this study was to describe the extent to which vending offerings in 106 schools in the St. Paul-Minneapolis, Minnesota metropolitan area, met criteria for types of beverages, fat, and calories based on selected criteria offered by the Institute of Medicine. Schools where youth participants were attending for the 2006-2007 school year were identified and invited to participate in the study (n = 143); 81% of schools (n = 116) agreed to participate. Of the 116 schools, 106 had vending machines. Across schools with vending machines (n = 106), 5085 food and 8442 beverage items were offered. Overall, only 18% of beverage items met criteria for calories and type of beverage; significantly more items in public schools met the criteria as compared to private schools (19% vs 12%; p < .01). This difference was also significant for high schools as compared to middle schools (18% vs 22%; p < .01). For food items, 41% met calorie criteria, 45% met fat criteria, and 22% met both fat and calorie criteria. Significantly more food items met both criteria in public than private schools (22% vs 18%; p = .01), while high schools (22%) and middle schools (21%) were similar. A very small proportion of foods (< 5%) would have met the full criteria suggested by the Institute of Medicine for competitive foods. Overall, foods and beverages offered in vending machines continue to be high in fat and calories. Public schools are doing a slightly better job of providing healthy foods as compared to private schools. © 2011, American School Health Association.

  13. Teledermatology in Tijuana, Mexico.

    PubMed

    Brown, Megan

    2016-12-01

    The Health Frontiers in Tijuana (HFiT) clinic is a binational partnership between the University of California, San Diego School of Medicine (San Diego, California); the Universidad Autónoma de Baja California School of Medicine (Tijuana, Mexico); and Desayunador Salesiano Padre Chava, a community grassroots organization in Tijuana, Mexico. Health Frontiers in Tijuana provides accessible quality health care for the underserved in Tijuana's Zona Norte. This article is a narrative meant to share my clinical experience as a dermatology resident who worked with HFiT to establish teledermatology services at this clinic.

  14. THE CONCEPT OF CONTINUATION EDUCATION IN MEDICINE

    PubMed Central

    Murphy, Franklin D.

    1951-01-01

    The rapid increase in quantity and complexity of medical knowledge requires a redefinition of the educational aims of schools of medicine. The four formal years in medical school must be regarded as only the first four years of a “forty-year medical educational experience” and these four years must be devoted in the main to teaching principles of health and disease. There, then, must follow well-planned, realistic programs of continuation education, not in lieu of, but in addition to already established formal programs of postgraduate education. PMID:14801718

  15. A Comparison of Fourth-Year Health Sciences Students' Knowledge of Gross Lower and Upper Limb Anatomy: A Cross-Sectional Study.

    PubMed

    Díaz-Mancha, Juan-Antonio; Castillo-López, José Manuel; Munuera-Martinez, Pedro V; Fernández-Seguín, Lourdes María; Polo-Padillo, Juan; Heredia-Rizo, Alberto Marcos

    2016-01-01

    The aim of the study was to assess and compare the knowledge of fourth-year medicine, physiotherapy (PT), nursing, and podiatry students in carpal and tarsal bone anatomy. A cross-sectional study was carried out. Based on a nonprobability convenience sampling, 177 fourth-year students (117 women and 60 men, mean age of 23.16 ± 3.82 years) from the podiatry (n = 39), nursing (n = 26), PT (n = 73), and medicine (n = 39) schools at a large Spanish university were included. Measurements were taken of their gross anatomy knowledge by means of the carpal and the tarsal bone tests. Students were asked to identify all carpal and tarsal bones in an illustration of the bony skeleton of both regions and were given a maximum of 5 minutes per test. Of a total of 15 bones to be labeled, the PT (11.07 ± 3.30) and podiatry (9.36 ± 2.93) students had the highest rate of correct answers compared with the medicine (6.13 ± 3.27) and nursing (4.04 ± 3.72) undergraduates. When assessing academic degrees and test scores, significant differences were observed between PT and podiatry participants vs those from the medicine and nursing schools (P < .001). Fourth-year students from the PT and podiatry programs correctly identified a higher number of carpal and tarsal bones than students from the nursing and medicine schools. Copyright © 2016. Published by Elsevier Inc.

  16. Enhancing clinical skills education: University of Virginia School of Medicine's Clerkship Clinical Skills Workshop Program.

    PubMed

    Corbett, Eugene C; Payne, Nancy J; Bradley, Elizabeth B; Maughan, Karen L; Heald, Evan B; Wang, Xin Qun

    2007-07-01

    In 1993, the University of Virginia School of Medicine began a clinical skills workshop program in an effort to improve the preparation of all clerkship students to participate in clinical care. This program involved the teaching of selected basic clinical skills by interested faculty to small groups of third-year medical students. Over the past 14 years, the number of workshops has increased from 11 to 31, and they now involve clerkship faculty from family medicine, internal medicine, and pediatrics. Workshops include a variety of common skills from the communication, physical examination, and clinical test and procedure domains such as pediatric phone triage, shoulder examination, ECG interpretation, and suturing. Workshop sessions allow students to practice skills on each other, with standardized patients, or with models, with the goal of improving competence and confidence in the performance of basic clinical skills. Students receive direct feedback from faculty on their skill performance. The style and content of these workshops are guided by an explicit set of educational criteria.A formal evaluation process ensures that faculty receive regular feedback from student evaluation comments so that adherence to workshop criteria is continuously reinforced. Student evaluations confirm that these workshops meet their skill-learning needs. Preliminary outcome measures suggest that workshop teaching can be linked to student assessment data and may improve students' skill performance. This program represents a work-in-progress toward the goal of providing a more comprehensive and developmental clinical skills curriculum in the school of medicine.

  17. Edinburgh and its role in the foundation of Sydney Medical School.

    PubMed

    Walker-Smith, J

    2006-12-01

    In 1882, Thomas Anderson Stuart (1856-1920) was appointed as Foundation Professor of Physiology and Anatomy at the University of Sydney. At the time he was Assistant-Professor of Physiology in the University of Edinburgh. He initiated the building of the Sydney Medical School in Scottish Tudor Gothic style. He attracted notable figures to Sydney Medical School, such as Dr Robert Scot Skirving. The original medical school (now the Anderson Stuart Building) continues today as the pre-clinical medical school of the University of Sydney. Its stained glass windows and many busts of distinguished figures in the history of medicine are a constant reminder of the history of medicine. The building with its gothic architecture and echoes of northern Britain has given generations of Sydney medical students a powerful message, that they were part of an ancient and noble profession. The recruitment of Edinburgh academics to Sydney ended with Professor CG Lambie who retired in 1956. The 1950s were a watershed between the Edinburgh heritage and the Australian future.

  18. The role of Austrian physicians and Prof. Joseph Hyrtl (1810-1894) on modernization of Ottoman-Turkish medicine.

    PubMed

    Ortuğ, Gürsel; Yücel, Ferruh; Ay, Hakan

    2003-12-01

    Medical schools have a long history in Ottoman-Turkish medical education. At Ottoman medical schools (medreses), education has been given to students regularly. But because of social dogma and oppression of religion on the science of human anatomy they could not get a chance to improve for centuries. Traditionally, Ottoman-Turkish medical education was shaped under the influence of Galenos (129-200) and Avicenna (980-1037). These influences continued until the beginning of the 19th century. In this period, Avicenna's most famous medical book "Kanun-i fit-tip" was a main anatomy textbook in medical education of the eleventh century. Modernization of educational systems in the Ottoman Empire started during the reign of Sultan Selim the 3rd (1789-1807) and modern anatomy in Ottoman-Turkish Medicine has flourished following the Austrian physicians. Today's Department of Anatomy at Istanbul Medical School of the Istanbul University is a continuation of Galatasaray Medical School which was the first medical school achieving the western educational level.

  19. [Status of health psychology teaching in Chilean schools of medicine].

    PubMed

    Santander, Jaime T; Pinedo, José P; Repetto, Paula L

    2012-07-01

    Physicians should be exposed, during their training to basic concepts in psychology. To describe the current status of the formal teaching of health psychology or medical psychology in Chilean medical schools. We reviewed the programs of the courses including topics of Medical Psychology, Health Psychology and Behavioral Medicine at 18 medical schools in Chile, using a focused coding method. The contents and the time spent on these courses were considered and analyzed. Eighty three percent of medical schools have a Medical Psychology or related program, 56.3% are carried out during the first year of medical School teaching and the weekly load has an average of 4 hours. The contents are mixed and predominantly concerning general and developmental psychology, but also address specific issues of Medical Psychology in most cases. There is little clarity about the training issues to be addressed in medical psychology for medical students in Chile. It is necessary to define the minimum content that all medical graduates should learn.

  20. A Drug Discovery Partnership for Personalized Breast Cancer Therapy

    DTIC Science & Technology

    2015-09-01

    antagonists) and then virtually screen the USDA Phytochemical, Chinese Herbal Medicine , and the FDA Marketed Drug Databases for new estrogens. Task 1...and antagonists that are in the registered pharmaceuticals and herbal medicine databases. The 29 analogs obtained have been characterized for...Marleesa Bastian, Technician at Xavier University (Sridhar lab and is now pursuing graduation at Meharry Medical College school of Medicine , Tennessee

  1. Two Programs for Primary Care Practitioners: Family Medicine Training in an Affiliated University Hospital Program and Primary Care Graduate Training in an Urban Private Medical Center

    ERIC Educational Resources Information Center

    Farley, Eugene S.; Piemme, Thomas E.

    1975-01-01

    Eugene Farley describes the University of Rochester and Highland Hospital Family Medicine Program for teaching of primary care internists, primary care pediatricians, and family doctors. Thomas Piemme presents the George Washington University School of Medicine alternative, a 2-year program in an ambulatory setting leading to broad eligibility in…

  2. Measuring What Medical Students Think about Complementary and Alternative Medicine (CAM): A Pilot Study of the "Complementary and Alternative Medicine Survey"

    ERIC Educational Resources Information Center

    Frye, Ann W.; Sierpina, Victor S.; Boisaubin, Eugene V.; Bulik, Robert J.

    2006-01-01

    With increasing national and international support for the development of Complementary and Alternative Medicine (CAM) curricula in American medical schools, it is essential to measure what learners know and believe about CAM in order to assess outcomes of new teaching efforts. This paper describes the development and initial results of a survey…

  3. Is Transfer Shock a Treatable Condition for Underrepresented in Medicine Students Transferring to a Predominantly White Institution, with a Goal of Medical School Admission?

    ERIC Educational Resources Information Center

    Dennis, Brady Allen

    2017-01-01

    This dissertation examined the experiences of underrepresented-in-medicine transfer students studying in a Division I, research university in the South that is considered to be a predominantly White institution (PWI). These underrepresented-in-medicine transfer students were admitted to State University (SU) with the intent of completing the…

  4. [Medical ethics and human rights training in Europe].

    PubMed

    Claudot, F; Van Baaren-Baudin, A J; Chastonay, P

    2006-03-01

    In 1999 the World Medical Association (WMA) issued a declaration recommending that there be the teaching of medical ethics and human rights included in the basic medical school curricula across Europe. The study aims to investigate the level of medical ethics and human rights training provided and to take an inventory of the existing programmes in the European Union's medical schools. The study was carried out using a self-administered questionnaire which was disseminated in the year 2002 to 219 schools of medicine in 14 of the 15 European Union member states (Luxembourg did not yet have a school of medicine). One-fourth of the medical schools solicited sent back a reply. Medical ethics are taught in 93% of medical schools; its teaching is of a multi-disciplinary and cross-cutting nature in 80% of the schools. Courses on ethics are compulsory in 75% of the cases. Human rights are taught in 63% of the European medical schools, and it is most often the case that the teaching of human rights is incorporated into the ethics courses. Even if the WMA's recommendation is not always fully implemented according to the guidelines of their declaration, this study demonstrates and reveals nonetheless the increasing of awareness and realization by European medical schools of the significance of including such a track in their programme.

  5. Multigenerational challenges in academic medicine: UCDavis's responses.

    PubMed

    Howell, Lydia Pleotis; Servis, Gregg; Bonham, Ann

    2005-06-01

    Academic medicine is a unique work environment, one of the few where members of four different generations regularly interact and where multigenerational teams are key to fulfilling its missions, particularly education. This can lead to increased creativity, but also to intergenerational conflict, since each generation has different values and expectations. The authors describe multigenerational challenges confronted at the University of California, Davis, School of Medicine, and that school's responses to them. These challenges include issues related to work hours, workload, compensation, evaluation for advancement, recruitment and retention, and attendance at required meetings. Awareness of the different generational qualities and values allowed the school of medicine to identify the multigenerational origin of many of these ongoing issues and challenges and to plan appropriate solutions within the Office of Academic Affairs. These include policy changes related to work-life balance, utilizing multiple faculty tracks with different roles, allowing part-time faculty appointments, creating a variety of faculty development programs geared toward different generational needs (which utilize flexible modules, menus of options, and alternative technologies for presentation), defining appropriate reward and incentives through compensations plans, and creating peer-reviewed awards. The authors conclude that these efforts mitigate conflict, promote diversity, and allow multigenerational teams to function more effectively and creatively in education, research, and clinical care. Ongoing evaluation will further refine this approach.

  6. [Competence based medical education].

    PubMed

    Bernabó, Jorge G; Buraschi, Jorge; Olcese, Juan; Buraschi, María; Duro, Eduardo

    2007-01-01

    The strategy of curriculum planning in the majority of the Schools of Medicine has shifted, in the past years, from curriculum models based in contents to outcome oriented curricula. Coincidently the interest in defining and evaluating the clinical competences that a graduate must have has grown. In our country, and particularly in the Associated Hospitals belonging to the Unidad Regional de Enseñanza IV of the UBA School of Medicine, evidence has been gathered showing that the acquisition of clinical competences during the grade is in general insufficient. The foundations and characteristics of PREM (Programa de Requisitos Esenciales Mínimos) are described. PREM is a tool to promote the apprenticeship of abilities and necessary skills for the practice of medicine. The objective of the program is to promote the apprenticeship of a well defined list of core competences considered indispensable for a general practitioner. An outcome oriented curriculum with a clear definition of the expected knowledge, skills and attitudes of a graduate of the programme, the promotion of learning experiences centered in the practice and evaluation tools based in direct observation of the student's performance should contribute to close the gap between what the Medicine Schools traditionally teach and evaluate, and what the doctor needs to know and needs to do to perform correctly its profession.

  7. Tobacco Dependence Treatment Teaching by Medical School Clerkship Preceptors: Survey Responses from more than 1,000 US Medical Students

    PubMed Central

    Geller, Alan C.; Hayes, Rashelle B.; Leone, Frank; Churchill, Linda C.; Leung, Katherine; Reed, George; Jolicoeur, Denise; Okuliar, Catherine; Adams, Michael; Murray, David M.; Liu, Qin; Waugh, Jonathan; David, Sean; Ockene, Judith K.

    2013-01-01

    Objective To determine factors associated with tobacco cessation counseling in medical school clerkships Methods Third-year medical students at 10 medical schools across the United States completed a 100-item survey, measuring the frequency with which they experienced their preceptors’ providing clinical teaching components: clear instruction, feedback, modeling behavior, setting clear objectives, and responding to questions about tobacco dependence counseling as well as frequency of use of tobacco prompts and office systems. Our primary dependent measure was student self-reported skill level for items of tobacco dependence treatment (e.g. “5As”). Results Surveys were completed by 1213 students. For both family medicine and internal medicine clerkships, modeling and providing clear instruction on ways to provide tobacco counseling were reported most commonly. In contrast, providing feedback and clear objectives for tobacco dependence treatment lagged behind. Overall, students who reported preceptors’ provision of optimal clinical teaching components and office system prompts in both family medicine and internal medicine clerkships had higher self-reported skill (p<0.001) than students with no exposure or exposure during only one of the clerkships. Conclusions Future educational interventions intended to help students adopt effective tobacco dependence treatment techniques should be engineered to facilitate these critical precepting components. PMID:23623894

  8. Medical education changes students' attitudes on psychiatry: survey among medical students in Croatia.

    PubMed

    Flajsman, Ana Medic; Degmecic, Dunja; Pranjkovic, Tamara; Rogulja, Stanislav; Bošnjak, Dina; Kuzman, Martina Rojnic

    2017-12-01

    In Croatia, psychiatric disorders are the leading group of disorders by days of hospitalization and they are in second place according to the number of hospitalizations in the period of working age. Nevertheless, psychiatry in Croatia, as well as in the world, is one of the least attractive specialties for medical students. In this paper we determined the impact of compulsory education in psychiatry on the attitudes of medical students of the fourth year of the Zagreb school of medicine and Osijek school of medicine. We tested attitudes toward psychiatry, psychiatric treatment and attitudes toward seeking professional psychological help using questionnaires that were filled out twice, at the beginning of psychiatry placement and at the end of psychiatry placement. Questionnaires were completed by 239 students from the Zagreb school of medicine and Faculty of medicine Osijek (response rate 78.4%). After the placement, students had significantly more positive attitudes about psychiatry and psychiatric treatment, as well as the attitudes toward seeking professional psychological help. Attitudes towards psychiatry, seeking psychological help and attitude towards psychiatric medication and psychotherapy correlated with the evaluation of the quality of psychiatric education. Additional forms of education in psychiatry should be offered, in order to maintain and increase the impact of education on students' attitudes.

  9. Nature's Pharmacy.

    ERIC Educational Resources Information Center

    Camp, Sharon

    1997-01-01

    Describes a business-school partnership involving gifted students in the design and cultivation of a medicinal garden. Students studied the uses of native plants for medicine, food, shelter, clothing, and landscaping, and developed portfolios and presentations through their work on the community garden site and an outdoor classroom. (PB)

  10. Audio-Tutorial Instruction in Medicine.

    ERIC Educational Resources Information Center

    Boyle, Gloria J.; Herrick, Merlyn C.

    This progress report concerns an audio-tutorial approach used at the University of Missouri-Columbia School of Medicine. Instructional techniques such as slide-tape presentations, compressed speech audio tapes, computer-assisted instruction (CAI), motion pictures, television, microfiche, and graphic and printed materials have been implemented,…

  11. 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,…

  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 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,…

  13. Pharmacy Instruction in Medical Oncology: Results of a National Survey.

    ERIC Educational Resources Information Center

    Cersosimo, Robert J.

    1989-01-01

    A survey concerning oncology instruction in pharmacy schools found it taught primarily as part of a course in medicinal chemistry/pharmacology or therapeutics. Twenty-one schools offer an oncology course, with others planning them. Oncology clerkships are currently available in 42 schools. Increased emphasis on oncology instruction is encouraged.…

  14. Vaccination Policies Fall on Schools' Shoulders

    ERIC Educational Resources Information Center

    Samuels, Christina A.

    2007-01-01

    Vaccines are one of the triumphs of modern medicine, relegating many once-fearsome diseases to the history books. Denying access to school has long been the best way to ensure that children get vaccinated, but carrying out any change in immunization policy means a lot of work for school officials. This article discusses the unity of several…

  15. Improving Outcomes for Children with Developmental Disabilities through Enhanced Communication and Collaboration between School Psychologists and Physicians

    ERIC Educational Resources Information Center

    Ritzema, Anne M.; Sladeczek, Ingrid E.; Ghosh, Shuvo; Karagiannakis, Anastasia; Manay-Quian, Natalia

    2014-01-01

    A renewed call for enhanced communication and collaboration between school psychology and medicine is envisioned, in light of a transdisciplinary model, where school psychologists, family physicians, and other health professionals transcend disciplinary boundaries. Recommendations for optimal communication and collaboration are described, as well…

  16. High School Predictors of a Career in Medicine

    ERIC Educational Resources Information Center

    Fuchs, Travis T.; Sadler, Philip M.; Sonnert, Gerhard

    2015-01-01

    While there is no dearth of high school students who are interested in becoming physicians, racial/ethnic disparities still exist in the medical profession. This retrospective cohort study examined the influences on students' desire, at the end of high school, for a medical career, and, in particular, how these influences differed by…

  17. The business process management software for successful quality management and organization: A case study from the University of Split School of Medicine.

    PubMed

    Sapunar, Damir; Grković, Ivica; Lukšić, Davor; Marušić, Matko

    2016-05-01

    Our aim was to describe a comprehensive model of internal quality management (QM) at a medical school founded on the business process analysis (BPA) software tool. BPA software tool was used as the core element for description of all working processes in our medical school, and subsequently the system served as the comprehensive model of internal QM. The quality management system at the University of Split School of Medicine included the documentation and analysis of all business processes within the School. The analysis revealed 80 weak points related to one or several business processes. A precise analysis of medical school business processes allows identification of unfinished, unclear and inadequate points in these processes, and subsequently the respective improvements and increase of the QM level and ultimately a rationalization of the institution's work. Our approach offers a potential reference model for development of common QM framework allowing a continuous quality control, i.e. the adjustments and adaptation to contemporary educational needs of medical students. Copyright © 2016 by Academy of Sciences and Arts of Bosnia and Herzegovina.

  18. Key Factors for Providing Appropriate Medical Care in Secondary School Athletics: Athletic Training Services and Budget

    PubMed Central

    Wham, George S.; Saunders, Ruth; Mensch, James

    2010-01-01

    Abstract Context: Research suggests that appropriate medical care for interscholastic athletes is frequently lacking. However, few investigators have examined factors related to care. Objective: To examine medical care provided by interscholastic athletics programs and to identify factors associated with variations in provision of care. Design: Cross-sectional study. Setting: Mailed and e-mailed survey. Patients or Other Participants: One hundred sixty-six South Carolina high schools. Intervention(s): The 132-item Appropriate Medical Care Assessment Tool (AMCAT) was developed and pilot tested. It included 119 items assessing medical care based on the Appropriate Medical Care for Secondary School-Age Athletes (AMCSSAA) Consensus Statement and Monograph (test-retest reliability: r  =  0.89). Also included were items assessing potential influences on medical care. Presence, source, and number of athletic trainers; school size; distance to nearest medical center; public or private status; sports medicine supply budget; and varsity football regional championships served as explanatory variables, whereas the school setting, region of state, and rate of free or reduced lunch qualifiers served as control variables. Main Outcome Measure(s): The Appropriate Care Index (ACI) score from the AMCAT provided a quantitative measure of medical care and served as the response variable. The ACI score was determined based on a school's response to items relating to AMCSSAA guidelines. Results: Regression analysis revealed associations with ACI score for athletic training services and sports medicine supply budget (both P < .001) when controlling for the setting, region, and rate of free or reduced lunch qualifiers. These 2 variables accounted for 30% of the variance in ACI score (R2  =  0.302). Post hoc analysis showed differences between ACI score based on the source of the athletic trainer and the size of the sports medicine supply budget. Conclusions: The AMCAT offers an evaluation of medical care provided by interscholastic athletics programs. In South Carolina schools, athletic training services and the sports medicine supply budget were associated with higher levels of medical care. These results offer guidance for improving the medical care provided for interscholastic athletes. PMID:20064052

  19. Are School Vending Machines Loaded with Calories and Fat: An Assessment of 106 Middle and High Schools

    PubMed Central

    PASCH, KERYN E.; LYTLE, LESLIE A.; SAMUELSON, ANNE C.; FARBAKHSH, KIAN; KUBIK, MARTHA Y.; PATNODE, CARRIE D.

    2013-01-01

    Background The purpose of this study was to describe the extent to which vending offerings in 106 schools in the St. Paul-Minneapolis, Minnesota metropolitan area met criteria for types of beverages, fat and calories based on selected criteria offered by the Institute of Medicine. Methods Schools where youth participants were attending for the 2006-2007 school year were identified and invited to participate in the study (n=143); 81% of schools (n=116) agreed to participate. Results Of the 116 schools, 106 had vending machines. Across schools with vending machines (n=106), 5085 food and 8442 beverage items were offered. Overall, only 18% of beverage items met criteria for calories and type of beverage; significantly more items in public schools met the criteria as compared to private schools (19% vs. 12%; p<0.01). This difference was also significant for high schools as compared to middle schools (18% vs. 22%; p<0.01). For food items, 41% met calorie criteria, 45% met fat criteria, and 22% met both fat and calorie criteria. Significantly more food items met both criteria in public than private schools (22% vs. 18%; p=0.01), while high schools (22%) and middle schools (21%) were similar. A very small proportion of foods (<5%) would have met the full criteria suggested by the Institute of Medicine for competitive foods.. Conclusion Overall, foods and beverages offered in vending machines continue to be high in fat and calories. Public schools are doing a slightly better job of providing healthy foods as compared to private schools. PMID:21392013

  20. Reflective Writing in the Competency-Based Curriculum at the Cleveland Clinic Lerner College of Medicine

    PubMed Central

    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. PMID:21364819

  1. [The social role of the faculties of medicine: physicians' perception of the dominant orientation of their medical studies and social involvement].

    PubMed

    Dopelt, Keren; Yahav, Zehava; Urkin, Jacob; Bachner, Yaacov; Davidovitch, Nadav

    2014-02-01

    Medical education, based on the principles of social medicine, has the ability to contribute to reducing health disparities through the "creation" of doctors who are more involved in community programs. To compare the social and community orientation of graduates from the various medical schools. An online cross-sectional survey among 12,000 physicians who are graduates of Israeli medical schools was conducted in May 2011. The study encompassed 1,050 physicians, Israeli medical school graduates living in Israel and practicing medicine: 36% were Hebrew University graduates, 26% were Tel Aviv University graduates, 22% were Technion graduates and 16% were Ben-Gurion University (BGU) graduates. Higher rates of physicians who studied at the Technion and BGU are working or have worked in the periphery (approximately 50% vs. approximately 30% average of Hebrew and Tel-Aviv University schools). Among BGU graduates, 47% are active in community programs vs. 34-38% in other schools. Among physicians active in community programs, 32% of BGU alumni estimated that their medical education greatly influenced their community involvement vs. 8-15% in other schools. Hebrew University alumni graded their studies as having a higher research orientation. In contrast, BGU graduates graded their studies as having a higher social orientation, and had more positive attitudes on the role of the physician in reducing health disparities. Medical education with a social orientation will induce a socialization process that reinforces human values regarding the doctor-patient relationship and produce positive attitudes among future doctors regarding their social involvement. The findings emphasize the need to develop educational programs with a social orientation and to strengthen medical schools in the periphery.

  2. “Not a university type”: focus group study of social class, ethnic, and sex differences in school pupils' perceptions about medical school

    PubMed Central

    Greenhalgh, Trisha; Seyan, Kieran; Boynton, Petra

    2004-01-01

    Objective To investigate what going to medical school means to academically able 14-16 year olds from different ethnic and socioeconomic backgrounds in order to understand the wide socioeconomic variation in applications to medical school. Design Focus group study. Setting Six London secondary schools. Participants 68 academically able and scientifically oriented pupils aged 14-16 years from a wide range of social and ethnic backgrounds. Main outcome measures Pupils' perceptions of medical school, motivation to apply, confidence in ability to stay the course, expectations of medicine as a career, and perceived sources of information and support. Results There were few differences by sex or ethnicity, but striking differences by socioeconomic status. Pupils from lower socioeconomic groups held stereotyped and superficial perceptions of doctors, saw medical school as culturally alien and geared towards “posh” students, and greatly underestimated their own chances of gaining a place and staying the course. They saw medicine as having extrinsic rewards (money) but requiring prohibitive personal sacrifices. Pupils from affluent backgrounds saw medicine as one of a menu of challenging career options with intrinsic rewards (fulfilment, achievement). All pupils had concerns about the costs of study, but only those from poor backgrounds saw costs as constraining their choices. Conclusions Underachievement by able pupils from poor backgrounds may be more to do with identity, motivation, and the cultural framing of career choices than with low levels of factual knowledge. Policies to widen participation in medical education must go beyond a knowledge deficit model and address the complex social and cultural environment within which individual life choices are embedded. PMID:15217871

  3. Use of complementary and alternative medicine by pediatric patients with functional and organic gastrointestinal diseases: results from a multicenter survey.

    PubMed

    Vlieger, Arine M; Blink, Marjolein; Tromp, Ellen; Benninga, Marc A

    2008-08-01

    Many pediatric patients use complementary and alternative medicine, especially when facing a chronic illness for which treatment options are limited. So far, research on the use of complementary and alternative medicine in patients with functional gastrointestinal disease has been scarce. This study was designed to assess complementary and alternative medicine use in children with different gastrointestinal diseases, including functional disorders, to determine which factors predicted complementary and alternative medicine use and to assess the willingness of parents to participate in future studies on complementary and alternative medicine efficacy and safety. The prevalence of complementary and alternative medicine use was assessed by using a questionnaire for 749 children visiting pediatric gastroenterology clinics of 9 hospitals in the Netherlands. The questionnaire consisted of 35 questions on the child's gastrointestinal disease, medication use, health status, past and future complementary and alternative medicine use, reasons for its use, and the necessity of complementary and alternative medicine research. In this study population, the frequency of complementary and alternative medicine use was 37.6%. A total of 60.3% of this group had used complementary and alternative medicine specifically for their gastrointestinal disease. This specific complementary and alternative medicine use was higher in patients with functional disorders than organic disorders (25.3% vs 17.2%). Adverse effects of allopathic medication, school absenteeism, age

  4. Physiopathology of dementia from the perspective of traditional Persian medicine.

    PubMed

    Seifaddini, Rostam; Tajadini, Haleh; Choopani, Rasool

    2015-07-01

    The most common cognitive disorder that is disabling is dementia. During the medieval period, traditional Persian medicine was an outstanding source of medicine that was used as standard references in medical schools of in the West and Middle East. In ancient manuscripts of traditional Persian medicine, a condition has been introduced similar to dementi (raoonat and homgh). In this article, by collecting materials of traditional medicine texts on dementia, we aim to provide theories for further studies on this topics, as there is an obvious difference between traditional Persian medicine and modern medicine with regard to dementia; however, since modern medicine has not found a suitable response to treatment for all diseases, reviewing traditional Persian medicine for finding better treatment strategies is wise. Use of all medical potentials approved by the World Health Organization beside classic medicine like traditional medicine and considering the availability and acceptability among people is recommended. © The Author(s) 2015.

  5. What is different about medical students interested in non-clinical careers?

    PubMed Central

    2013-01-01

    Background The proportion of medical school graduates who pursue careers other than full-time clinical practice has increased in some countries as the physician’s role has evolved and diversified with the changing landscape of clinical practice and the advancement of biomedicine. Still, past studies of medical students’ career choices have focused on clinical specialties and little is known about their choice of non-clinical careers. The present study examined backgrounds, motivation and perceptions of medical students who intended non-clinical careers. Methods A questionnaire was administered to students at six Korean medical schools distributed across all provinces in the nation. The questionnaire comprised 40 items on respondents’ backgrounds, their motivation for and interest in the study of medicine, their perceptions of medical professions, and their career intentions. Data was analyzed using various descriptive and inferential statistics. Results In total, 1,388 students returned the questionnaire (60% response rate), 12.3% of whom intended non-clinical careers (i.e., basic sciences, non-clinical medical fields, and non-medical fields). Those who planned non-clinical careers were comparable with their peers in their motivation for studying medicine and in their views of medical professions, but they were less interested in the study of medicine (P < 0.01). The two groups also differed significantly on their perceptions of what was uninteresting about the study of medicine (P < 0.01). The two groups were comparable in gender and entry-level ratios but their distributions across ages and years of study differed significantly (P < 0.01). A majority of respondents agreed with the statements that “it is necessary for medical school graduates to pursue non-clinical careers” and that “medical schools need to offer programs that provide information on such careers.” Still, our finding indicates that medical school curricula do not address such needs sufficiently. Conclusions Our study found some differences in backgrounds and perceptions of the study of medicine in medical students interested in non-clinical careers from their peers. Future studies are suggested to enhance our understanding of medical students” choice of non-clinical careers. PMID:23731551

  6. [150 Years of the University of Chile School of Medicine (1842-1992)].

    PubMed

    Cruz-Coke, R

    1992-08-01

    The development of medical education during colonial times was slow due to problems analyzed elsewhere. In 1833, the first Medical School of the Republic was founded at the National Institute. The first four physicians graduated in 1842. The University of Chile was founded on november 19; 1842, Andres Bello being its first Rector. Medicine was among the first 5 Faculties. Two Chileans, Luis Ballester and Francisco Javier Tocornal and 6 foreigners, the Britishmen Thomas Armstrong, Nathaniel Cox, Juan Blest and Guillermo Blest and the Frenchmen Lorenzo Sazie and Julio Lafargue were the first Faculty members. Sazie was named Dean in 1943 with Tocornal as Secretary. A new curriculum was developed in 1845. The University of Chile and its Faculty of Medicine, as state supported non confessional and national institutions have played a fundamental role in the cultural and medical development of the country. Graduates from these institutions were instrumental in the development of social medicine during the XXth century.

  7. Shared Canadian Curriculum in Family Medicine (SHARC-FM): Creating a national consensus on relevant and practical training for medical students.

    PubMed

    Keegan, David A; Scott, Ian; Sylvester, Michael; Tan, Amy; Horrey, Kathleen; Weston, W Wayne

    2017-04-01

    In 2006, leaders of undergraduate family medicine education programs faced a series of increasing curriculum mandates in the context of limited time and financial resources. Additionally, it became apparent that a hidden curriculum against family medicine as a career choice was active in medical schools. The Shared Canadian Curriculum in Family Medicine was developed by the Canadian Undergraduate Family Medicine Education Directors and supported by the College of Family Physicians of Canada as a national collaborative project to support medical student training in family medicine clerkship. Its key objective is to enable education leaders to meet their educational mandates, while at the same time countering the hidden curriculum and providing a route to scholarship. The Shared Canadian Curriculum in Family Medicine is an open-access, shared, national curriculum ( www.sharcfm.ca ). It contains 23 core clinical topics (determined through a modified Delphi process) with demonstrable objectives for each. It also includes low- and medium-fidelity virtual patient cases, point-of-care learning resources (clinical cards), and assessment tools, all aligned with the core topics. French translation of the resources is ongoing. The core topics, objectives, and educational resources have been adopted by medical schools across Canada, according to their needs. The lessons learned from mounting this multi-institutional collaborative project will help others develop their own collaborative curricula. Copyright© the College of Family Physicians of Canada.

  8. Medical School Anatomy and Pathology Workshops for High School Students Enhance Learning and Provide Inspiration for Careers in Medicine

    PubMed Central

    Fenderson, Bruce A.; Veloski, J. Jon; Livesey, Michael; Wojdon-Smith, Tracey

    2016-01-01

    “Anatomy and Pathology Workshop” is a cadaver-based outreach program that models medical education to large groups of high school students. This study was designed to evaluate the impact of this program on students’ knowledge of anatomy and interest in biomedical science. A total of 144 high school students participated in the workshop in 2015. Preworkshop and postworkshop assessments were administered to assess students’ learning. A postworkshop survey was conducted to solicit students’ reflections and feedback. It was found that student performance in the postworkshop examination (mean 78%) had significantly improved when compared to the performance in the preexamination (mean 54%), indicating that this program enhances learning. Students were also inspired to consider opportunities in medicine and allied health professions—97% indicated that they had a better understanding of medical education; 95% agreed that they had better understanding of the human body; 84% thought anatomy was interesting and exciting; and 62% of the students indicated that they looked forward to studying medicine or another health profession. Students rated the instructors highly—95% agreed that the instructors were professional and served as role models. Medical/graduate student instructors were also highly regarded by the high school students—96% thought it was valuable to have student instructors and 94% thought that student instructors were caring and enthusiastic about teaching. In summary, this study demonstrates that outreach programs provided by medical schools help young adults during their formative years by modeling professionalism, providing role models, enhancing learning, and encouraging many to consider opportunities in the health professions. PMID:28725784

  9. Geographic mobility advances careers: study of the Executive Leadership in Academic Medicine (ELAM) program for women.

    PubMed

    McLean, Marsha R; Morahan, Page S; Dannels, Sharon A; McDade, Sharon A

    2013-11-01

    To explore whether geographic mobility is associated with career advancement of women in U.S. medical schools who are entering mid- to executive-level positions. Using an existing dataset of 351 participants in academic medicine who attended the Executive Leadership in Academic Medicine (ELAM) Program for Women (1996-2005) (adjusted to 345 participants in some analyses because data on initial faculty rank were missing), the authors conducted a quantitative study in 2009 to determine whether geographic mobility was associated with administrative promotion for those who relocated geographically (from employer while attending ELAM to employer at last job of record). Twenty-four percent of women (83/345) relocated geographically (movers) after attending ELAM. Moving had a positive association with career advancement (P = .001); odds for promotion were 168% higher for movers than for stayers [odds ratio Exp(β) = 2.684]. Movers attained higher administrative positions (P = .003), and more movers (60%) were promoted at the most recent job compared with stayers (40%) (P = .0001). Few movers changed city size; 70% already resided in large or urban cities where most medical schools are located. Age was not a barrier to mobility. Career advancement was not related to research reputation (National Institutes of Health grant award ranking) of participants' schools (either at time of attending ELAM or post-ELAM). Similar to findings outside academic medicine, 24% of women classified as geographic "movers" among midcareer faculty in medical schools attained career advantages. Psychosocial and socioeconomic factors underlying women's relocation decisions require additional study.

  10. Position statement: start middle and high schools at 8:30 am or later to promote student health and learning.

    PubMed

    Trevorrow, Tracy; Zhou, Eric S; Dietch, Jessica R; Gonzalez, Brian D

    2018-03-13

    The Society of Behavioral Medicine recommends school officials start middle and high school classes at 8:30 am or later. Such a schedule promotes students' sleep health, resulting in improvements in physical health, psychological well-being, attention and concentration, academic performance, and driving safety. In this position statement, we propose a four-tiered approach to promote later school start times for middle and high schools.

  11. The importance of Evolutionary Medicine in developing countries: A case for Pakistan's medical schools.

    PubMed

    Enam, Syed Faaiz; Hashmi, Shumaila

    2018-01-01

    Evolutionary Medicine (EM) is a fundamental science exploring why our bodies are plagued with disease and hindered by limitations. EM views the body as an assortment of benefits, mistakes, and compromises molded over millennia. It highlights the role of evolution in numerous diseases encountered in community and family medicine clinics of developing countries. It enables us to ask informed questions and develop novel responses to global health problems. An understanding of the field is thus crucial for budding doctors, but its study is currently limited to a handful of medical schools in high-income countries. For the developing world, Pakistan's medical schools may be excellent starting posts as the country is beset with communicable and non-communicable diseases that are shaped by evolution. Remarkably, Pakistani medical students are open to studying and incorporating EM into their training. Understanding the principles of EM could empower them to tackle growing health problems in the country. Additionally, some difficulties that western medical schools face in integrating EM into their curriculum may not be a hindrance in Pakistan. We propose solutions for the remaining challenges, including obstinate religious sentiments. Herein, we make the case that incorporating EM is particularly important in developing countries such as Pakistan and that it is achievable in its medical student body.

  12. Early Detection of Ovarian Cancer by Molecular Targeted Ultrasound Imaging Together with Serum Markers of Tumor-Associated Nuclear Change and Angiogenesis

    DTIC Science & Technology

    2014-03-01

    Pincas; Rush University Medical Center, Pathology, Obstetrics and Gynecology Basu, Sanjib; Rush University Medical Center, Preventive Medicine ...and Jacques S Abramowicz 2, 5 Departments of 1 Pharmacology, 2 Obstetrics and Gynecology, 3 Pathology, 5 Preventive Medicine (Biostatistics...Animal Sciences, University of Illinois at Urbana-Champaign, Urbana (Dr Bahr Obstetrics and Gynecology, Wayne State University School of Medicine

  13. William Henry Welch (1850–1934): the road to Johns Hopkins

    PubMed Central

    2011-01-01

    William Henry Welch's selection in 1884 as the first faculty member of the new medical school at Johns Hopkins created the invigorating atmosphere that generated the revolutionary changes in medical training and laboratory medicine that transformed medicine in America. Dr. Welch's family traditions, his New England upbringing, Yale education, and German university experience prepared a unique individual to lead American medicine into the 20th century. PMID:21738298

  14. Factors associated with the specialty choice of Korean medical students: a cross-sectional survey.

    PubMed

    Kim, Yeon-Yong; Kim, Un-Na; Kim, Yon Su; Lee, Jin-Seok

    2016-07-22

    An imbalance of physician supply by medical specialty has been observed in most countries. In Korea, there is a greater tendency to avoid surgical specialties and specialty choices in nonclinical medicine, such as the basic science of medicine. In this study, we identified factors affecting the specialty choice of physicians in order to provide a basis for policies to address this problem. We used the results of a 2013 nationwide survey of 12 709 medical students (82.7 % responded) to analyze the data of 9499 students after excluding missing data. Descriptive analyses of all students' specialty choice were performed. Logistic regression was performed by selecting gender, age, grade level, type of medical school, hometown, and the location of the medical school as the independent variables. Medical specialty was the dependent variable. The dependent variable, or specialty of medicine, was categorized into three groups: nonclinical/clinical medicine, surgical-medical specialty, and controllable lifestyle specialty. The order of preferred medical specialties was internal medicine, psychiatry, and pediatrics; for surgical specialties, the order was orthopedic surgery, general surgery, and ophthalmology. Medical specialties were most favored by women and students in the third (men) and second (women) year of the medical program, whereas surgical specialties were most preferred by men and students in the first year of the program. Students in the third year mostly favored nonclinical medicine. Medical college students had a stronger preference for nonclinical medicine (odds ratio [OR] 1.625, 95 % confidence interval [CI] 1.139-2.318) than graduate medical school students. Surgical specialties were more favored by men (OR 2.537, 95 % CI 2.296-2.804) than by women. However, they were favored less by medical college students (OR 0.885, 95 % CI 0.790-0.991) than by graduate medical school students and by medical students in metropolitan areas (OR 0.892, 95 % CI 0.806-0.988) than by medical students in nonmetropolitan areas. A controllable lifestyle specialty was less favored by men (OR 0.802, 95 % CI 0.730-0.881) than by women. Based on these results, we can evaluate the effectiveness of the government's educational policies for solving the imbalance of physician supply and provide empirical evidence to understand and solve this problem.

  15. Outcomes assessment of a residency program in laboratory medicine.

    PubMed

    Morse, E E; Pisciotto, P T; Hopfer, S M; Makowski, G; Ryan, R W; Aslanzadeh, J

    1997-01-01

    During a down-sizing of residency programs at a State University Medical School, hospital based residents' positions were eliminated. It was determined to find out the characteristics of the residents who graduated from the Laboratory Medicine Program, to compare women graduates with men graduates, and to compare IMGs with United States Graduates. An assessment of a 25 year program in laboratory medicine which had graduated 100 residents showed that there was no statistically significant difference by chi 2 analysis in positions (laboratory directors or staff), in certification (American Board of Pathology [and subspecialties], American Board of Medical Microbiology, American Board of Clinical Chemistry) nor in academic appointments (assistant professor to full professor) when the male graduates were compared with the female graduates or when graduates of American medical schools were compared with graduates of foreign medical schools. There were statistically significant associations by chi 2 analysis between directorship positions and board certification and between academic appointments and board certification. Of 100 graduates, there were 57 directors, 52 certified, and 41 with academic appointments. Twenty-two graduates (11 women and 11 men) attained all three.

  16. The careers of women graduates from St Mary's Hospital Medical School, London, 1961--72.

    PubMed

    Shaw, H E

    1979-07-01

    The careers of women doctors who qualified from St Mary's Hospital Medical School between 1961 and 1972 inclusive have been studied. Thirty-eight per cent were in full-time work, 47% were working part-time, and 15% were not practising medicine at the time of the survey. Those working full-time were predominantly single women and married women with no children. With the birth of children most women stopped working for a time, and 38% of those whose children were all under school age were not working. However, 90% returned to medicine, usually to part-time jobs that were compatible with family responsibilities. Eighty-six per cent of the respondents held one or more postgraduate qualifications. More of those with higher qualifications were in full-time work than was the case for women with a basic medical degree only, and fewer were not practising medicine. An equal proportion of single and married women intended to make their career in general practice. Fewer married women than single women chose a hospital career, because the possibilities of part-time work in this field were seen as limited.

  17. David Farrar Mitchell: dental researcher & educator.

    PubMed

    Christen, Arden G; Christen, Joan A

    2008-01-01

    David Farrar Mitchell, DDS, PhD (1918-1975), was a pioneer in aviation dentistry and a leader in dental education, service and research. In the mid-1940's, he was the first dental officer assigned to the School of Aviation Medicine (SAM) in San Antonio, Texas, a unique, Army Air Corps organization for research and teaching. From 1942-1946, as a trained dental researcher and oral pathologist, he published works on dental problems afflicting military aviators, especially those associated with high altitude flying. His work greatly influenced ongoing dental treatment of military flyers. He served as faculty chairman of two dental schools: The University of Minnesota (1948-1955) and Indiana University (1955-1975). Of his 33 graduate students in oral pathology/medicine, 28 became department chairs at dental schools throughout the world. He was president of the American Academy of Oral Pathology (1962) and of the American Association for Dental Research (1975). From 1969 to 1975, he was editor of the prestigious Journal of Dental Research. During his professional career, Dr. Mitchell published 120 scientific articles on diverse topics relating to oral diagnosis and oral medicine.

  18. Predicting Performance in Medical Education Continuum: Toward Better Use of Conventional Measures.

    ERIC Educational Resources Information Center

    Williams, Albert P.

    Medical school admissions and performance in 10 medical schools were assessed in relation to prediction using conventional measures. The origin of the research was an attempt to determine the effects of affirmative action on academic medicine. For the 10 schools, admissions decisions were analyzed, and an attempt was made to model statistically…

  19. Quality Improvement and School-Based Mental Health Programs.

    ERIC Educational Resources Information Center

    Nabors, Laura; Weist, Mark; Acosta, Olga; Tashman, Nancy

    This report discusses the outcomes of a study that reviewed activities to ensure quality of care for adolescents receiving mental health services in the School Mental Health Program (SMHP), based in the Department of Psychiatry at the University of Maryland School of Medicine. For this program a team of clinicians, as well as trainees in each…

  20. Development of Staffing Patterns in Six New Medical Schools Established 1952-1960.

    ERIC Educational Resources Information Center

    National Institutes of Health (DHEW), Bethesda, MD. Resources Analysis Branch.

    This summary report of staffing patterns in 6 medical schools established between 1952 and 1960 is the first phase of a proposed study of biomedical staffing requirements in institutions of higher education, 1965-1975. The 6 schools are: the University of Miami, Albert Einstein College of medicine at Yeshiva University, the University of Florida,…

  1. Predicting Rural Practice Using Different Definitions to Classify Medical School Applicants as Having a Rural Upbringing

    ERIC Educational Resources Information Center

    Owen, John A.; Conaway, Mark R.; Bailey, Beth A.; Hayden, Gregory F.

    2007-01-01

    Purpose: This study determines the relationship between a medical school applicant's rural background and the likelihood of rural practice using different definitions of rural background. Methods: Cohort study of 599 physicians who entered the University of Virginia School of Medicine in 1990-1995 and graduated in 1994-1999. The…

  2. 77 FR 75918 - VA Health Professional Scholarship and Visual Impairment and Orientation and Mobility...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-12-26

    ...: Written comments may be submitted: By mail or hand-delivery to Director, Regulations Management (02REG... a participant may continue to attend school under the standards and practices of the school at which... Affairs health care facility and a school of medicine or osteopathy.'' We propose to amend this definition...

  3. Prudentia: A Medical School's Solution to Curriculum Mapping and Curriculum Management

    ERIC Educational Resources Information Center

    Steketee, Carole

    2015-01-01

    During early accreditation visits by the Australian Medical Council (AMC), staff in the School of Medicine (SoM) were asked to demonstrate how and when AMC student outcome statements were being integrated into the MBBS course. As a result, the School Executive committed to developing a curriculum mapping system (CMS) that could systematically…

  4. The Tuskegee Veterinary School, Its Peer Antecedents and Its Educational Accountability.

    ERIC Educational Resources Information Center

    Williams, Theodore S.

    1978-01-01

    The School of Veterinary Medicine at Tuskegee Institute was established to serve the educational needs of Blacks in this profession, and represented the beginning of the third phase in the evolution of veterinary medical education in this country. All three phases are discussed, and the success of the School's graduates is assessed. (JMD)

  5. Guide to Facilities, Capabilities, and Programs of Medical Schools in the United States.

    ERIC Educational Resources Information Center

    Mayeda, Tadashi A.

    The information in this document was gathered to aid analysts and designers of the proposed Biomedical Communications Network (BCN) of the National Library of Medicine. The current capabilities and facilities of medical schools in areas of activity impinging on the concept and role of BCN are summarized. Medical schools are listed geographically…

  6. Innovations in the En Route Care of Combat Casualties

    DTIC Science & Technology

    2014-01-01

    Beekley, A. C., Martin , M. J., Nelson, T., Grathwohl, K. W., Griffi th, M., Beilman, G., & Holcomb, J. B. (2010). Continuous noninvasive tissue...Medicine Occupational Health Program University of Maryland School of Medicine Baltimore, MD Petra Goodman, PhD, WHNP-BC COL (Ret), U.S. Army

  7. Bridging the gap between informatics and medicine upon medical school entry: Implementing a course on the Applicative Use of ICT

    PubMed Central

    Ilic, Nikola; Stanisavljevic, Dejana M.; Cirkovic, Andja M.; Milin, Jelena S.; Bukumiric, Zoran M.; Milic, Nikola V.; Savic, Marko D.; Ristic, Sara M.; Trajkovic, Goran Z.

    2018-01-01

    Education is undergoing profound changes due to permanent technological innovations. This paper reports the results of a pilot study aimed at developing, implementing and evaluating the course, "Applicative Use of Information and Communication Technologies (ICT) in Medicine," upon medical school entry. The Faculty of Medicine, University of Belgrade, introduced a curriculum reform in 2014 that included the implementation of the course, “Applicative Use of ICT in Medicine” for first year medical students. The course was designed using a blended learning format to introduce the concepts of Web-based learning environments. Data regarding student knowledge, use and attitudes towards ICT were prospectively collected for the classes of 2015/16 and 2016/17. The teaching approach was supported by multimedia didactic materials using Moodle LMS. The overall quality of the course was also assessed. The five level Likert scale was used to measure attitudes related to ICT. In total, 1110 students were assessed upon medical school entry. A small number of students (19%) had previous experience with e-learning. Students were largely in agreement that informatics is needed in medical education, and that it is also useful for doctors (4.1±1.0 and 4.1±0.9, respectively). Ability in informatics and use of the Internet in education in the adjusted multivariate regression model were significantly associated with positive student attitudes toward ICT. More than 80% of students stated that they had learned to evaluate medical information and would use the Internet to search medical literature as an additional source for education. The majority of students (77%) agreed that a blended learning approach facilitates access to learning materials and enables time independent learning (72%). Implementing the blended learning course, "Applicative Use of ICT in Medicine," may bridge the gap between medicine and informatics upon medical school entry. Students displayed positive attitudes towards using ICT and gained adequate skills necessary to function effectively in an information-rich environment. PMID:29684042

  8. Realisation of Bologna Declaration at the Slovak medical schools.

    PubMed

    Bergendi, L; Bernadic, M; Kralova, E; Kukurova, E

    2007-01-01

    Implementation of Bologna Declaration should result in development and facilitating of the education system. Following tasks need to be done: (1) Establish committees of expert, at the level of institutes, schools and universities, which would compare and harmonize syllabus and credits of individual courses with the aim to maximally support students' and teachers' mobility. (2) It is necessary to re-evaluate the transformation of medical education in Slovakia in the near future, so as key identical courses within Slovak schools of medicine have similar syllabus, number of hours and number of given credits. Then medical study at the School of Medicine Comenius University Bratislava will be comparable to study at Slovak, Czech and other European schools of medicine. (3) Harmonize academic titles within European Union. (4) Finish all syllabi of new study programs according the programs of European Union. (5) Evaluate the prerequisites and consider the variability of some study programs. (6) Maintain flexibility of theory and practice in relation 1:2 in theoretical and practical study. (7) Determine possible forms of thesis, their content and forms, technical equipment considering experience in student's research activity. (8) Develop conditions for an adequate teachers input. (9) Objectively validate and evaluate students' gained knowledge regarding their use in practice. (10) Solve transparent conditions of support and economic guarantee of higher education for universities, teachers and students by Ministry of Education of Slovak Republic (Ref. 18). Full Text (Free, PDF) www.bmj.sk.

  9. Development of global health education at Johns Hopkins University School of Medicine: a student-driven initiative.

    PubMed

    Moran, Dane; Edwardson, Jill; Cuneo, Charles Nicholas; Tackett, Sean; Aluri, James; Kironji, Antony; Cox, Jacob; Carroll, Bryn; Lie, Erina; Fofana, Mariam; Bollinger, Robert C; Ziegelstein, Roy C; Chen, Chi C G

    2015-01-01

    Global health is increasingly present in the formal educational curricula of medical schools across North America. In 2008, students at Johns Hopkins University School of Medicine (JHUSOM) perceived a lack of structured global health education in the existing curriculum and began working with the administration to enhance global health learning opportunities, particularly in resource-poor settings. Key events in the development of global health education have included the introduction of a global health intersession mandatory for all first-year students; required pre-departure ethics training for students before all international electives; and the development of a clinical global health elective (Global Health Leadership Program, GHLP). The main challenges to improving global health education for medical students have included securing funding, obtaining institutional support, and developing an interprofessional program that benefits from the resources of the Schools of Medicine, Public Health, and Nursing. Strategies used included objectively demonstrating the need for and barriers to more structured global health experiences; obtaining guidance and modifying existing resources from other institutions and relevant educational websites; and harnessing institution-specific strengths including the large Johns Hopkins global research footprint and existing interprofessional collaborations across the three schools. The Johns Hopkins experience demonstrates that with a supportive administration, students can play an important and effective role in improving global health educational opportunities. The strategies we used may be informative for other students and educators looking to implement global health programs at their own institutions.

  10. 28 CFR 35.190 - Designated agencies.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... social services, including schools of medicine, dentistry, nursing, and other health-related schools, the operation of health care and social service providers and institutions, including “grass-roots” and... agencies); state and local government support services (e.g., audit, personnel, comptroller, administrative...

  11. The transformation of osteopathic medical education.

    PubMed

    Gevitz, Norman

    2009-06-01

    Osteopathic medical schools and hospital-based postgraduate programs have long constituted small but important sources of physicians and surgeons, particularly for traditionally underserved areas of the United States. Though frequently marginalized in or even left out of standard histories and studies of U.S. medical education, these institutions have become much more difficult to ignore, given the rapid expansion of the number of osteopathic medical students in new and existing colleges and the size of their classes. By 2019, upwards of 25% of all U.S. medical school graduates produced annually will be doctors of osteopathic medicine. The author examines the process through which osteopathy was transformed into osteopathic medicine, how osteopathic medical schools achieved their present status as a significant source of U.S. graduates for residency training, and what challenges osteopathic medical education now faces.

  12. Empathic orientation among medical students from three universities in Barranquilla, Colombia and one university in the Dominican Republic.

    PubMed

    Díaz Narváez, Víctor Patricio; Alonso Palacio, Luz Marina; Caro, Sara Elvira; Silva, María Guadalupe; Castillo, Joel Arboleda; Bilbao, Jorge Luis; Acosta, Jesús Iglesias

    2014-02-01

    To compare empathic orientation among medical students from three schools of medicine in Colombia and one in the Dominican Republic. Empathic orientation of medical students was measured using the Jefferson Scale of Physician Empathy (JSPE), Spanish version for students (the "S" version) validated in Mexico and Chile, and culturally adapted to Colombia and the Dominican Republic. Data were compared using a three-factor analysis of variance (model III) and a discriminant analysis. No differences in empathic orientation were observed among courses and between sexes, but differences were found in schools of medicine considered as a unit in each studied country. Empathic orientation levels tend to reduce as courses advance. This was observed in both male and female students and in all schools analyzed.

  13. A coordinated teaching program for future dairy practitioners at the university of Wisconsin-Madison, School of Veterinary Medicine.

    PubMed

    Cook, Nigel B; Eisele, Christian O; Klos, Rachel F; Bennett, Thomas B; McGuirk, Sheila M; Goodger, William J; Oetzel, Garrett R; Nordlund, Kenneth V

    2004-01-01

    The University of Wisconsin School of Veterinary Medicine (UW-SVM) has implemented a variety of strategies to optimize teaching in dairy herd medicine. These include the provision of opportunities for dairy cow handling and management using a dairy teaching herd for veterinary students throughout the four-year curriculum, exposure for all students in their final year to a substantial first-opinion dairy case load using a private practice-based ambulatory clinic rotation, and, finally, the teaching of dairy herd health management and problem solving in a group of four final-year elective production medicine clinical rotations. On average, since 1986, 32.6% of each graduating class attended at least one elective production medicine rotation, with a range from 19.0% to 43.4%. For those University of Wisconsin students who could be traced, 65% were still actively involved in some aspect of dairy practice, representing a range of between seven and 17 students per year since the start of the program. The advantages and disadvantages of operating a "regional center of excellence" for training students from out-of-state institutions are discussed.

  14. Intercampus network of the Department of Radiology, School of Medicine, Indiana University

    NASA Astrophysics Data System (ADS)

    Witt, Robert M.; Gibbs, Thomas; Holden, Robert W.

    1994-05-01

    During the past year, the Department of Radiology, School of Medicine, Indiana University designed, specified, and installed a campus wide network. The network supports three functions: a laser camera network to allow the transfer of hard copy images across the campus; a positron emission tomography (PET) network to allow the interconnection of the workstations comprising the PET system; and a future personal computer network to allow support of departmental administrative functions with an upgrade path to allow the display of soft copy images in physician offices and other locations in the department.

  15. [The contribution of the ancient medicine to the Luxorius' text and to its exegesys (poem 302, 1-6 happ; with an appendix about V 7)].

    PubMed

    Paolucci, Paola

    2012-01-01

    Luxorius' poem 302, written in Vandal Africa at the beginning of the VIth Century, about a physician named Marzinus, who knew the principles of the methodical and the dogmatic School, becames more clear in its meaning if it is read with an eye to the history of the Schools of Medicine in the Roman Empire and to the works by Cassius Felix and Caelius Aurelianus and if we suppose a recall by the author to the famous anatomist Marinus of Alexandria.

  16. Self-Perception of Medical Students' Knowledge and Interest in Disaster Medicine: Nine Years After the Approval of the Curriculum in German Universities.

    PubMed

    Wunderlich, Robert; Ragazzoni, Luca; Ingrassia, Pier Luigi; Corte, Francesco Della; Grundgeiger, Jan; Bickelmayer, Jens Werner; Domres, Bernd

    2017-08-01

    Following the recommendations of the World Association for Disaster and Emergency Medicine (WADEM; Madison, Wisconsin USA) to develop standards for training the undergraduates in disaster-relevant fields (2004), a German curriculum was approved in 2006. This paper aims to describe the level of training and interest of medical students nine years later. Problem The aim of this study was to assess the self-perception of medical students' knowledge and interest in disaster medicine nine years after the implementation of a standardized disaster medicine curriculum in German medical schools. This prospective, cross-sectional, observational study was conducted with medical students in Germany using a web-based, purpose-designed questionnaire consisting of 27 mandatory and 11 optional questions. Nine hundred ninety-two students from 36 of 37 medical schools in Germany participated. More than one-half of medical students were aware of the field of disaster medicine. One hundred twenty-one students undertook training internally within their university and 307 undertook training externally at other institutions. Only a small content of the curriculum was taught. A difference in self-perception of knowledge between trained and untrained participants was found, despite the level of training being low in both groups. Participants were generally highly motivated to learn disaster medicine in a variety of institutions. German students are still largely not well educated regarding disaster medicine, despite their high motivation. The curriculum of 2006 was not implemented as originally planned and the number of trained students still remains low as the self-perception of knowledge. Currently, there is no clear and standardized training concept in place. A renewal in the agreement of implementation of the curriculum at medical schools should be targeted in order to follow the recommendation of WADEM. Wunderlich R Ragazzoni L Ingrassia PL Della Corte F Grundgeiger J Bickelmayer JW Domres B . Self-perception of medical students' knowledge and interest in disaster medicine: nine years after the approval of the curriculum in German universities. Prehosp Disaster Med. 2017;32(4):374-381.

  17. The special study module: a novel approach to undergraduate teaching in occupational medicine.

    PubMed

    Fletcher, G; Agius, R M

    1995-12-01

    Difficulties in teaching occupational medicine to undergraduates stem from the reduced availability of teaching time and the perception of the specialty. Recent changes in the General Medical Council curricular framework have permitted the development of a special study module (options course) in occupational medicine, in which a small number of motivated undergraduates elected to participate and which was adequately resourced. This course laid particular emphasis on changing students' attitudes towards the specialty, self-learning techniques, problem-solving and other skills such as workplace assessment. The objectives, content and teaching methods of the course are described, as is a preliminary evaluation. It is suggested that other medical schools should adopt and refine this approach in order to improve the quality of undergraduate training in at least a proportion of the output of medical schools.

  18. The Evolution of Psychology as a Basic Bio-behavioral Science in Healthcare Education.

    PubMed

    Carr, John E

    2017-12-01

    For over a century, researchers and educators have called for the integration of psychological science into medical school curricula, but such efforts have been impeded by barriers within medicine and psychology. In addressing these barriers, Psychology has re-examined its relationship to Medicine, incorporated psychological practices into health care, and redefined its parameters as a science. In response to interdisciplinary research into the mechanisms of bio-behavioral interaction, Psychology evolved from an ancillary social science to a bio-behavioral science that is fundamental to medicine and health care. However, in recent medical school curriculum innovations, psychological science is being reduced to a set of "clinical skills," and once again viewed as an ancillary social science. These developments warrant concern and consideration of new approaches to integrating psychological science in medical education.

  19. Adverse health effects of experiencing food insecurity among Greenlandic school children.

    PubMed

    Niclasen, Birgit; Petzold, Max; Schnohr, Christina W

    2013-01-01

    In vulnerable populations, food security in children has been found to be associated with negative health effects. Still, little is known about whether the negative health effects can be retrieved in children at the population level. To examine food insecurity reported by Greenlandic school children as a predictor for perceived health, physical symptoms and medicine use. The study is based on the Greenlandic part of the Health Behavior in School-aged Children survey. The 2010 survey included 2,254 students corresponding to 40% of all Greenlandic school children in Grade 5 through 10. The participation rate in the participating schools was 65%. Food insecurity was measured as going to bed or to school hungry because there was no food at home. Boys, the youngest children (11-12 year-olds), and children from low affluence homes were at increased risk for food insecurity. Poor or fair self-rated health, medicine use last month and physical symptoms during the last 6 months were all more frequent in children reporting food insecurity. Controlling for age, gender and family affluence odds ratio (OR) for self-rated health was 1.60 (95% confidence interval (CI 1.23-2.06) (p < 0.001), for reporting physical symptoms 1.34 (95% CI 1.06-1.68) (p = 0.01) and for medicine use 1.79 (95% CI 1.42-2.26) (p < 0.001). Stratification on age groups suggested that children in different age groups experience different health consequences of food insecurity. The oldest children reported food insecurity less often and experienced less negative health effects compared to the younger children. All 3 measures of health were negatively associated to the occurrence of food insecurity in Greenlandic school children aged 11-17. Food security must be seen as a public health issue of concern, and policies should be enforced to prevent food poverty particularly among boys, younger school children and children from low affluence homes.

  20. Studying microbiology with Glenn F. Webb.

    PubMed

    Blaser, Martin J

    2015-08-01

    I began working with Glenn F. Webb in 1997. At that time, I was on the faculty of Vanderbilt University, in the School of Medicine, in the Department of Medicine, in its Division of Infectious Diseases. As with mathematics, modern medicine has its different disciplines (e.g. Surgery and Internal Medicine), and then further subdivisions (e.g. Cardiology and Infectious Diseases). Within Internal Medicine, most of the divisions are based on the treatment of conditions that relate to a single organ or group of organs -- the heart, the lungs, the kidneys, the digestive system. But the discipline of Infectious Diseases was based on a different concept: the war between humans and microbes.

  1. [Forensic medical examinations and teaching: disagreements and discussions within the Brazilian Society of Neurology, Psychiatry, and Forensic Medicine].

    PubMed

    Cerqueira, Ede

    2015-01-01

    In order to observe the influence wielded by forensic medicine in the development of the field of psychiatry in Brazil, this research note analyzes the debates that took place from May to July 1918 within the Brazilian Society of Neurology, Psychiatry, and Forensic Medicine over the use of forensic medical examinations as course material in the study of Public Medicine at the Rio de Janeiro School of Medicine. The focus is on how the controversy unfolded within the Society and how this scientific organization influenced the institution of the theoretical and practical training of medical experts.

  2. A Common Framework for Multiple Sources of Bacterial Annotation

    ScienceCinema

    White, Owen

    2018-05-03

    Owen White, professor of epidemiology and preventive medicine at the University of Maryland School of Medicine and a researcher at the University of Maryland Institute for Genome Sciences, gives the May 29, 2009 keynote speech at the "Sequencing, Finishing, Analysis in the Future" meeting in Santa Fe, NM.

  3. Rehabilitation Medicine Educational Experiences: A Retrospective Study of Exposure to RM.

    ERIC Educational Resources Information Center

    Dobmeyer, Thomas W.

    1979-01-01

    A study was conducted to determine: the effect of rehabilitation medicine (RM) educational experiences during medical school on physicians' awareness of RM; attitude toward RM; the management of long-term care; and the tendency to seek expert consultation and patient referral when necessary. (Author/MH)

  4. Pediatrics and Cable Television.

    ERIC Educational Resources Information Center

    Wallerstein, Edward; And Others

    The Department of Community Medicine of the Mount Sinai School of Medicine (New York City), in cooperation with the TelePrompTer Corporation and with funding from the Health Services and Mental Health Administration of the Department of Health, Education, and Welfare, has developed a bidirectional television system using coaxial cable which links…

  5. Teaching Medical Ethics in its Contexts: Penn State College of Medicine.

    ERIC Educational Resources Information Center

    Barnard, David; Clouser, K. Danner

    1989-01-01

    The medical school's ethics program evolved through cooperation with the humanities department. Key aspects of the program include the teaching of medical ethics in the context of other issues of value and meaning in medicine, and involvement of humanities faculty in the medical center. (Author/MSE)

  6. Education and Professional Life Styles: Law and Medicine in the Nineteenth Century

    ERIC Educational Resources Information Center

    Johnson, William R.

    1974-01-01

    The history of medical and legal professional education in the 1800's is directly related to the social and intellectual context of the respective professions. Doctors required the establishment of a recognized "school" of medicine and lawyers established legitimacy through competent court room technique. (JH)

  7. What Does the Future Hold?

    ERIC Educational Resources Information Center

    USA Today, 1984

    1984-01-01

    The physician of the future needs to be aware of his or her multidimensional relationships with the rest of society. He or she must see medicine in the broad cultural context. How the director of admissions at Stanford School of Medicine forsees the medical profession developing in the future is described. (RM)

  8. Case Studies in Wilderness Medicine.

    ERIC Educational Resources Information Center

    Gray, Melissa; Tarter, Shana Lee

    Five case studies explore issues in wilderness medicine, with emphasis on evacuation decision making. The cases describe medical problems encountered during wilderness trips involving college or high school students. In each case, the situation and facts of the case are outlined, including the patient's medical history and vital signs, and at…

  9. The changing relationships between academic health centers and their universities: a look at the University of Pennsylvania.

    PubMed

    Phillips, Susan E; Rubenstein, Arthur H

    2008-09-01

    After a period of financial losses in the University of Pennsylvania Health System stemming from a combination of internal decision making and negative external market forces, the university set out to make substantial changes in the governance and administrative organization overseeing its health system and medical school. The changes were designed to assure the university and its trustees that financial controls were strengthened and that the missions of research, education, and patient care were balanced. The governance changes included creating a structure whereby a single administrative leader was responsible for all three missions--education, research, and clinical care--and reported directly to the president of the university. Further, existing governing boards responsible for various entities within the school of medicine and health system were disbanded, and a new single board was created to oversee PENN Medicine, the overarching organization established in 2001 and now responsible for oversight of the University of Pennsylvania School of Medicine and the University of Pennsylvania Health System. The realignment initiated by these major changes spawned additional refinements in leadership responsibilities and process controls that, together with the new governance model, are credited with financial recovery and stronger performance in all aspects of the enterprise. These structural changes led to greater emphasis on integrating and coordinating programs to take advantage of PENN Medicine's home in a leading university.

  10. Drug Use in Adolescents: Findings from a District-Wide Census of Junior High School and High School Students in New York State.

    ERIC Educational Resources Information Center

    Robbins, Lillian; And Others

    This study assesses correlates of the use and non-use of illicit drugs and medicinal substances among 6,405 secondary school students in an entire district. Responses to a questionnaire administered to the students were analyzed separately by sex and grade level (7-9 vs. 10-12). Some findings were: (1) about one-third of the high school students…

  11. AB133. The Directors of Japanese Society for Sexual Medicine have a positive attitude for sexuality education in Japanese medical schools

    PubMed Central

    Shirai, Masato; Tsujimura, Akira; Hisasue, Shin-Ichi; Abdelhamed, Amr; Horie, Shiego

    2015-01-01

    Objective The purpose of the present study was to investigate the current state of sexuality education in Japanese medical schools and the association of the position title of Japanese Society for Sexual Medicine (JSSM). Methods We surveyed the four factors, the number of lecture components, the time of curriculum hours, the degree of sufficiency level of the components, and the degree of sufficiency level of the curriculum hours in medical schools in Japan. Also, we have investigated the four factors difference among three groups, Directors, Council, and Non-member of JSSM. Results Of the 80 medical schools, the faculties of the Urological department of 69 medical schools (86%) responded. The mean number of lecture components was 7.8. The number of lecture components of Directors (10.2) had significantly higher than Council (4.7) and Non-member (7.3). There is no significant difference the number of lecture components between Council and Non-member. The mean curriculum hour was 113 minutes. The curriculum hour of Directors (152.6) was significantly longer than Non-member (95.9). There is no significant difference the curriculum hour between Council (106.7) and Non-member. The satisfactory degree of the components was very satisfied (1.5%), satisfied (26.5%), not satisfied (55.9%), and dissatisfied (16.5%) for the faculties. The satisfactory degree of the curriculum hours was very long (0%), long (0%), moderate (50%), short (45.6%), and very short (4.4%) for the faculties. There is no significant difference the satisfactory degree of the components and the curriculum hours among three groups. Conclusions The Directors of JSSM have a positive attitude for sexuality education in Japanese medical schools. While curriculum hour is insufficient for the faculties in half of medical schools, over 70% medical schools answered that the lecture components are insufficient, too. Now we should make every effort to achieve sufficient components for sexuality education. We need the standardized syllabus and materials for sexual medicine in medical schools. These syllabus and materials should to be mainly made by Directors. This is the first Japanese study on sexuality education in medical schools.

  12. [How to Teach Kampo Medicine in the Age of Internationalization?].

    PubMed

    Makino, Toshiaki

    2016-01-01

    Given the universal prevalence of complementary and alternative medicines, as well as integrative medicine, the usage of traditional medicine has been gaining in popularity worldwide. Japanese Kampo medicine and traditional Chinese medicine (TCM) are both derived from ancient medicines used in East Asia in the 5th-7th centuries, and have developed independently since the 14th century. Now Kampo medicine and TCM have different theories for the diagnosis and use of crude drugs. Unfortunately, Kampo medicine is not well known in Europe and the Americas; as a matter of practice, TCM is the international standard for traditional medicines derived from ancient East Asia. In the teaching of Kampo medicines to undergraduate students in a school of pharmacy, the author considers that a minimum requirement is to explain the differences between TCM and Kampo medicine. For graduate students of pharmaceutical science, the students must know the distinct medical theories of both TCM and Kampo medicine, and furthermore, must be able to read and write articles in English about traditional medicines, in order to help put Kampo medicine on the world map.

  13. Attitudes and perceptions of medical students about family medicine in Spain: protocol for a cross-sectional survey.

    PubMed

    Alonso-Coello, Pablo; Villa, Josep Jiménez; Hijar, Antonio Monreal; Tuduri, Xavier Mundet; Puime, Angel Otero; Zurro, Amando Martín

    2011-01-01

    Background Despite the fact that family medicine (FM) has become established as a specialty in the past 25 years, this has not been reflected in the inclusion of the specialty in the majority of medical schools in Spain. Almost 40% of the students will work in primary care but, in spite of this, most universities do not have an assessed placement as such. There are only specific practice periods in health centres or some student-selected components with little weight in the overall curricula. Objectives To evaluate the attitudes and perceptions of medical students about FM in the health system and their perception about the need for specific training in FM at the undergraduate level. To explore change over time of these attitudes and perceptions and to examine potential predictive factors for change. Finally, we will review what teaching activity in FM is offered across the Spanish schools of medicine. Methods Descriptive cross-sectional survey. Each one of the different analyses will consist of two surveys: one for all the students in the first, third and fifth year of medical school in all the Spanish schools of medicine asking about their knowledge, perceptions and attitudes in relation to primary care and FM. There will be an additional survey for the coordinating faculty of the study in each university about the educational activities related to FM that are carried out in their centres. The repetition of the study every 2 years will allow for an analysis of the evolution of the cohort of students until they receive their degree and the potential predictive factors. Discussion This study will provide useful information for strategic planning decisions, content and educational methodology in medical schools in Spain and elsewhere. It will also help to evaluate the influence of the ongoing changes in FM, locally and at the European level, on the attitudes and perceptions of the students towards FM in Spain.

  14. Attitudes and perceptions of medical students about family medicine in Spain: protocol for a cross-sectional survey

    PubMed Central

    Alonso-Coello, Pablo; Villa, Josep Jiménez; Hijar, Antonio Monreal; Tuduri, Xavier Mundet; Puime, Ángel Otero

    2011-01-01

    Background Despite the fact that family medicine (FM) has become established as a specialty in the past 25 years, this has not been reflected in the inclusion of the specialty in the majority of medical schools in Spain. Almost 40% of the students will work in primary care but, in spite of this, most universities do not have an assessed placement as such. There are only specific practice periods in health centres or some student-selected components with little weight in the overall curricula. Objectives To evaluate the attitudes and perceptions of medical students about FM in the health system and their perception about the need for specific training in FM at the undergraduate level. To explore change over time of these attitudes and perceptions and to examine potential predictive factors for change. Finally, we will review what teaching activity in FM is offered across the Spanish schools of medicine. Methods Descriptive cross-sectional survey. Each one of the different analyses will consist of two surveys: one for all the students in the first, third and fifth year of medical school in all the Spanish schools of medicine asking about their knowledge, perceptions and attitudes in relation to primary care and FM. There will be an additional survey for the coordinating faculty of the study in each university about the educational activities related to FM that are carried out in their centres. The repetition of the study every 2 years will allow for an analysis of the evolution of the cohort of students until they receive their degree and the potential predictive factors. Discussion This study will provide useful information for strategic planning decisions, content and educational methodology in medical schools in Spain and elsewhere. It will also help to evaluate the influence of the ongoing changes in FM, locally and at the European level, on the attitudes and perceptions of the students towards FM in Spain. PMID:22189348

  15. Medical school admission test: advantages for students whose parents are medical doctors?

    PubMed

    Simmenroth-Nayda, Anne; Görlich, Yvonne

    2015-04-23

    Admission candidates especially in medicine do not represent the socio-demographic proportions of the average population: children of parents with an academic background are highly overrepresented, and those with parents who are medical doctors represent quite a large and special group. At Göttingen University Medicine, a new admission procedure was established with the intention to broaden the base of applicants towards including candidates with previous medical training or lower final school grades. With a view to family background, we wished to know whether candidates differ in the test scores in our admission procedure. In February 2014 we asked all admission candidates of Göttingen University Medicine by questionnaire (nine closed, four open questions) about the academic background in their families, specifically, the medical background, school exam grades, and previous medical training as well as about how they prepared for the admission test. We also analysed data from admission scores of this group (semi-structured interview and four multiple mini-interviews). In addition to descriptive statistics, we used a Pearson correlation, means comparisons (t-test, analysis of variance), ANOVA, and a Scheffé test. In February 2014 nearly half of the applicants (44%) at Göttingen University Medicine had a medical background, most frequently, their parents were physicians. This rate is much higher than reported in the literature. Other socio-demographic baseline data did not differ from the percentages given in the literature. Of all applicants, 20% had previous medical training. The group of applicants with parents who were medical doctors did not show any advantage in either test-scoring (MMI and interview), their individual preparation for the admission test, or in receiving or accepting a place at medical school. Candidates with parents who were medical doctors had scored slightly lower in school exam grades. Our results suggest that there is a self-selection bias as well as a pre-selection for this particular group of applicants. This effect has to be observed during future admission procedures.

  16. Aflatoxin: An Old Carcinogen Teaches Us New Tricks | Division of Cancer Prevention

    Cancer.gov

    Speaker John D. Groopman, PhD Anna M. Baetjer Professor of Environmental Health Sciences Johns Hopkins Bloomberg School of Public Health Associate Director for Population Sciences Sidney Kimmel Comprehensive Cancer Center Johns Hopkins School of Medicine Baltimore, MD |

  17. The Cart before the Horse? Exploring the Potential of ePortfolios in a Western Australian Medical School

    ERIC Educational Resources Information Center

    Bate, Frank; Macnish, Jean; Skinner, Chris

    2016-01-01

    In 2014, the School of Medicine Fremantle of the University of Notre Dame Australia initiated a study to explore the curriculum underpinning portfolios used by first-year medical students. The School had used portfolios since 2005 and judged it timely to consider digital technologies as a mechanism to enhance student learning and improve…

  18. University-Level Practical Activities in Bioinformatics Benefit Voluntary Groups of Pupils in the Last 2 Years of School

    ERIC Educational Resources Information Center

    Barker, Daniel; Alderson, Rosanna G.; McDonagh, James L.; Plaisier, Heleen; Comrie, Muriel M.; Duncan, Leigh; Muirhead, Gavin T. P.; Sweeney, Stuart D.

    2015-01-01

    Background: Bioinformatics--the use of computers in biology--is of major and increasing importance to biological sciences and medicine. We conducted a preliminary investigation of the value of bringing practical, university-level bioinformatics education to the school level. We conducted voluntary activities for pupils at two schools in Scotland…

  19. School and Moral Justice: The School Development Program as a Case Study

    ERIC Educational Resources Information Center

    Comer, James P.

    2013-01-01

    In this article, James P. Comer reflects on his work, informed by his research and practice in medicine, public health, psychiatry and child development, and in schools; but most heavily informed by his life experience as an African American male from a low income background, and his effort to understand his more fortunate outcome than that of…

  20. An Actuarial Model for Selecting Participants for a Special Medical Education Program.

    ERIC Educational Resources Information Center

    Walker-Bartnick, Leslie; And Others

    An actuarial model applied to the selection process of a special medical school program at the University of Maryland School of Medicine was tested. The 77 students in the study sample were admitted to the university's Fifth Pathway Program, which is designed for U.S. citizens who completed their medical school training, except for internship and…

  1. The Effect of Healthcare Transformation in a Turkish Medical School

    ERIC Educational Resources Information Center

    Aktan, Ahmet O.; Gulluoglu, Bahadir M.

    2017-01-01

    In Turkey there are 83 medical schools and the oldest six are regarded as the best institutions. Marmara University School of Medicine (MUSM) is one of the 6 leading institutions. MUSM Hospital was delivered to Turkish Ministry of Health (TMoH) for its operational management in 2010. In this study, we aim to assess the current status and trend of…

  2. Perspective: the potential of student organizations for developing leadership: one school's experience.

    PubMed

    Veronesi, Michael C; Gunderman, Richard B

    2012-02-01

    Leadership development is vital to the future of medicine. Some leadership development may take place through the formal curriculum of the medical school, yet extracurricular activities, such as student government and affiliated student organizations, can provide additional, highly valuable leadership development opportunities. These organizations and their missions can serve as catalysts for students to work with one another, with the faculty and administration of the medical school, with the community, and with local, regional, and national organizations. The authors have organized this discussion of the leadership development potential of student organizations around six important principles of leadership: ownership, experience, efficacy, sense of community, service learning, and peer-to-peer mentoring. They provide practical examples of these leadership principles from one institution. They do not presume that the school is unique, but they do believe their practical examples help to illuminate the potential of extracurricular programs for enhancing the leadership capabilities of future physicians. In addition, the authors use their examples to demonstrate how the medical school, its surrounding community, and the profession of medicine can benefit from promoting leadership through student organizations.

  3. An Environmental Scan of Academic Emergency Medicine at the 17 Canadian Medical Schools: Why Does this Matter to Emergency Physicians?

    PubMed

    Stiell, Ian G; Artz, Jennifer D; Lang, Eddy S; Sherbino, Jonathan; Morrison, Laurie J; Christenson, James; Perry, Jeffrey J; Topping, Claude; Woods, Robert; Green, Robert S; Lim, Rodrick; Magee, Kirk; Foote, John; Meckler, Garth; Mensour, Mark; Field, Simon; Chung, Brian; Kuuskne, Martin; Ducharme, James; Klein, Vera; McEwen, Jill

    2017-01-01

    We sought to conduct a major objective of the CAEP Academic Section, an environmental scan of the academic emergency medicine programs across the 17 Canadian medical schools. We developed an 84-question questionnaire, which was distributed to academic heads. The responses were validated by phone by the lead author to ensure that the questions were answered completely and consistently. Details of pediatric emergency medicine units were excluded from the scan. At eight of 17 universities, emergency medicine has full departmental status and at two it has no official academic status. Canadian academic emergency medicine is practiced at 46 major teaching hospitals and 13 specialized pediatric hospitals. Another 69 Canadian hospital EDs regularly take clinical clerks and emergency medicine residents. There are 31 full professors of emergency medicine in Canada. Teaching programs are strong with clerkships offered at 16/17 universities, CCFP(EM) programs at 17/17, and RCPSC residency programs at 14/17. Fourteen sites have at least one physician with a Master's degree in education. There are 55 clinical researchers with salary support at 13 universities. Sixteen sites have published peer-reviewed papers in the past five years, ranging from four to 235 per site. Annual budgets range from $200,000 to $5,900,000. This comprehensive review of academic activities in emergency medicine across Canada identifies areas of strengths as well as opportunities for improvement. CAEP and the Academic Section hope we can ultimately improve ED patient care by sharing best academic practices and becoming better teachers, educators, and researchers.

  4. Indigenous Knowledge of Herbal Medicines among Adolescents in Amassoma, Bayelsa State, Nigeria

    PubMed Central

    Alade, Gideon O.; Okpako, Ese; Ajibesin, Kola’ K.; Omobuwajo, Olanrewaju R.

    2016-01-01

    Background: The use of herbal medicines in Nigeria is on the increase. Documented Population based data on the use of herbal medicinal products and indigenous knowledge among the younger generations are lacking in Nigeria and Africa at large. Aim: The aim of this study is to investigate the extent of use and general knowledge of herbal medicines among adolescents in the Niger Delta Region of Nigeria. Methods: The study covered a total of Two hundred and twenty-eight adolescents randomly selected in Senior Secondary Schools (SSS 1-3) in Amassoma using a semi structured questionnaire/Interview and informal conversation on the respondents. Findings: Nearly all (97%) the respondents have had contact with herbs. Less than 1% had contact with herbs through formal education (teachers/literatures). Stimulation of interest was majorly through parents (53%). Grandparents were the highest (46%) of custodian of indigenous knowledge. Parents were the next (39.7%). Only 39% of the respondents would prefer the use of herbal medicine to modern medicine. Fever was the main ailment mentioned followed by eye ailment and stomach ache. Vernonia amygdalina was the main plant for the treatment of fever. Conclusion: The study revealed that parents are the major custodians of knowledge being transferred to the younger generation and little or none is learnt from Schools. There is therefore the need to include the study of herbal medicines in School’s curricula especially at SS 2 and SS 3 since they are matured enough to appreciate the importance of Herbal medicine so as to prepare them for the promotion of herbal medicine in future and to preserve our indigenous knowledge. PMID:26234964

  5. The road to an academic medicine career: a national cohort study of male and female U.S. medical graduates.

    PubMed

    Andriole, Dorothy A; Jeffe, Donna B

    2012-12-01

    To explore the relationship between gender and full-time faculty appointment in a national cohort of contemporary U.S. medical school graduates. The authors analyzed deidentified, individual records for the 1998-2004 national cohort of U.S. medical graduates using multivariate logistic regression to identify predictors of full-time faculty appointment through July 2009. They reported adjusted odds ratios (aOR) significant at P < .05. Of 66,889 graduates, 12,038 (18.0%) had held full-time faculty appointments. Among all graduates, women (aOR = 1.21) were more likely than men to have held faculty appointments. Among only male graduates, those who participated in research during college (aOR = 1.08), who entered medical school with greater planned career involvement in research (aOR = 1.08), and who authored/coauthored a research paper during medical school (aOR = 1.12) were more likely, and those with higher debt were less likely (aOR = 0.96), to have held faculty appointments. Among only faculty appointees, higher proportions of men than women had participated in medical school research electives (63.5% [3,899/6,138] versus 54.2% [3,197/5,900]; P < .001) and authored/coauthored research papers during medical school (44.1% [2,707/6,138] versus 33.6% [1,981/5,900]; P < .001); female faculty had reported higher debt at medical school graduation than had male faculty (P = .014). In this national cohort of U.S. medical graduates, women were more likely than men to have held full-time faculty appointments. However, male and female faculty appointees entered academic medicine with different research experiences and debt, possibly impacting their academic medicine career trajectories.

  6. Is Medical Student Choice of a Primary Care Residency Influenced by Debt?

    PubMed Central

    Kahn, Marc J.; Markert, Ronald J.; Lopez, Fred A.; Specter, Steven; Randall, Howard; Krane, N. Kevin

    2006-01-01

    Context The average medical student accumulates more than $120,000 in debt upon graduation. Objective The purpose of this study was to investigate whether medical student debt affects residency choice. Design This was a cross-sectional research study. Setting This study was a 5-year analysis of student debt and residency choice for 2001–2005 graduates from 3 US medical schools (n = 2022): Tulane University School of Medicine, New Orleans, Louisiana; University of South Florida College of Medicine, Tampa, Florida; and Louisiana State University School of Medicine in New Orleans. Main outcome measures Individual student data were collected from offices of financial aid for debt prior to and during medical school to determine total debt at graduation. Total debt (adjusted for inflation) was compared with residency match results coded according to specialties listed in the Graduate Medical Education Directory 2005–2006. Graduates were coded into either primary care (PC) or nonprimary care (NPC) specialty categories. Logistic regression for the choice of a PC residency was used with 4 predictors: (1) total debt, (2) medical school, (3) year of graduation, and (4) number of years of training required for a residency program. Results Mean total debt for the study population was $89,807 (SD = 54,925). Graduates entering PC did not have significantly less total debt than those entering NPC ($87,206 vs $91,430; P = .09). Further, total debt was not a predictor of a PC residency after adjusting for medical school, year of graduation, and years of training in residency (P = .64). Conclusion There is no association between PC residency choice and debt. We conclude that medical students make residency decisions on the basis of a complex set of factors. PMID:17415301

  7. Increasing medical student exposure to musculoskeletal medicine: the initial impact of the Orthopaedic Surgery and Sports Medicine Interest Group

    PubMed Central

    Mickelson, Dayne T; Louie, Philip K; Gundle, Kenneth R; Farnand, Alex W; Hanel, Douglas P

    2017-01-01

    Purpose To investigate the impact of the Orthopaedic Surgery and Sports Medicine Interest Group (OSSMIG) on medical student interest and confidence in core musculoskeletal (MSK) concepts through supplemental education and experiences at a single tertiary, academic institution. Methods Medical student OSSMIG members at various levels of training were anonymously surveyed at the beginning and end of the 2014–2015 academic year. Results Eighteen (N=18) medical student interest group members completed the survey. Significant improvement in their level of training was observed with regard to respondents’ self-assessed competence and confidence in MSK medicine (p<0.05). Additionally, respondents’ attitudes toward exposure and support from the interest group were significantly higher than those provided by the institution (p<0.05). Members believed OSSMIG increased interest in MSK medicine, improved confidence in their ability to perform orthopedics-related physical exams, strengthened mentorship with residents and attendings, and developed a connection with the Department of Orthopedic Surgery and its residents (median “Strongly Agree”, interquartile range one and two scale items). Conclusion Since its inception 8 years ago, OSSMIG has been well received and has positively impacted University of Washington School of Medicine students through various interventions. Surgical interest groups should target both the students interested in primary care and surgery. Medical schools can provide additional exposure to MSK medicine by leveraging interest groups that provide early clinical experiences and supplementary instruction. PMID:28814909

  8. Aerospace medicine at Brooks AFB, TX: hail and farewell.

    PubMed

    Nunneley, Sarah A; Webb, James T

    2011-05-01

    With the impending termination of USAF operations at Brooks Air Force Base (AFB) in San Antonio, TX, it is time to consider its historic role in Aerospace Medicine. The base was established in 1917 as a flight training center for the U.S. Army Air Service and in 1926 became home to its School of Aviation Medicine. The school moved to San Antonio's Randolph Field in 1931, but in 1959 it returned to Brooks where it occupied new facilities to support its role as a national center for U.S. Air Force aerospace medicine, including teaching, clinical medicine, and research. The mission was then expanded to encompass support of U.S. military and civilian space programs. With the abrupt termination of the military space program in 1969, research at Brooks focused on clinical aviation medicine and support of advanced military aircraft while continuing close cooperation with NASA in support of orbital spaceflight and the journey to the Moon. Reorganization in the 1990s assigned all research functions at Brooks to the Human Systems Division and its successors, leaving to USAFSAM the missions related to clinical work and teaching. In 2002 the USAF and the city of San Antonio implemented shared operation of Brooks as a "City-Base" in the hope of deflecting threatened closure. Nevertheless, under continuing pressure to consolidate military facilities in the United States, the 2005 Base Closure and Realignment Commission ordered Brooks closed by 2011, with its aerospace medicine functions relocated to new facilities at Wright-Patterson AFB in Dayton, OH.

  9. Recruiting Faculty Leaders at U.S. Medical Schools: A Process Without Improvement?

    PubMed

    Marsh, James D; Chod, Ronald

    2017-11-01

    Recruiting faculty leaders to work in colleges of medicine is a ubiquitous, time-consuming, costly activity. Little quantitative information is available about contemporary leadership recruiting processes and outcomes. In this article, the authors examine current recruiting methods and outcomes in colleges of medicine and compare academic search approaches with the approaches often employed in intellectual-capital-rich industries.In 2015, the authors surveyed chairs of internal medicine at U.S. medical schools regarding their recruiting practices and outcomes-specifically their selection methods, the duration of searches, the recruitment of women and minorities underrepresented in medicine (URM), and their satisfaction with search outcomes.The authors found that department chairs were extensively engaged in numerous searches for leaders. The recruitment process most commonly required 7 to 12 months from initiation to signed contract. Interestingly, longer searches (19+ months) were much more frequently associated with a recruitment outcome that chairs viewed as unsatisfactory or very unsatisfactory. Most leadership searches produced very few women and URM finalists. The biggest perceived hurdles to successful recruitment were the need to relocate the candidate and family and the shortage of good candidates.The process of recruiting leaders in academic medicine has changed little in more than 25 years. Process improvement is important and should entail carefully structured search processes, including both an overhaul of search committees and further emphasis on leadership development within the college of medicine. The authors propose specific steps to enhance recruitment of members of URM groups and women to leadership positions in academic medicine.

  10. Rural medicine interest groups at McMaster University: a pilot study.

    PubMed

    Blau, Elaine M; Aird, Pamela; Dolovich, Lisa; Burns, Sheri; del Pilar-Chacon, Marie

    2009-01-01

    Although rural medicine interest groups (RMIGs) are prevalent in Canadian medical schools, there is little research on their contribution to rural education, training and careers. We explored 2 broad questions by means of an electronic survey to people who were RMIG participants at McMaster University from 2002 to 2007: 1) What are the experiences of undergraduate trainees in an RMIG? 2) What are the features of RMIGs that contribute to an interest in rural medicine? The survey itself contained 35 questions broken down into sections detailing demographics, involvement in RMIGs, RMIG features, core and elective experiences, careers and Canadian Resident Matching Service. Of the 63 participants who completed the survey, 13 (20.6%) were in postgraduate training and 50 (79.4%) were in undergraduate training. The mean (standard deviation) age of participants was 28.4 (6.5) years and 71.9% percent were female. Respondents indicated that rural placements had the most influence on their choice of specialty and rural interest. Of all the features and activities of the RMIG, rural medicine special events contributed the most to an interest in rural medicine (e.g., "rural medicine days"). At McMaster University, the responses of participants suggested that RMIG participation had more influence on career choice than did the medical school attended. Communities, government organizations, residency programs and others interested in improving access to rural physicians, will note the importance of RMIGs and the importance survey respondents gave to rural medicine special events and rural electives.

  11. Professor Eugen Cerkovnikov (1904-1985): the founder of the Chemical and Biochemical Institute of the Rijeka University School of Medicine.

    PubMed

    Milin, Cedomila

    2008-01-01

    Professor Eugen Cerkovnikov, PhD (Kamenska, Russia, 1904- Rijeka, Croatia 1985) graduated in chemical technology from the Faculty of Engineering in Zagreb in 1929. His first job was at the School of Medicine in Paris in 1930, and then he moved to Zagreb to the Department of Organic Chemistry of the Faculty of Engineering run by our Nobel Prize winner Vladimir Prelog (1935-1938). There he took his PhD degree with a dissertation on piperidine gamma derivatives. From 1938 to 1947 he was a research associate at an institute established by the pharmaceutical company Kastel (later Pliva). This is when he became a lecturer at the Faculty of Pharmacy in Zagreb and the first director of the Institute of Organic Chemistry, established in 1946/47. In 1948 he became reader, and in 1956 (full) professor. In 1957 he moved to the newly established School of Medicine in Rijeka, and set up the Institute of Chemistry and Biochemistry. He ran the Institute until retirement in 1975. He was the second dean of the Rijeka University School of Medicine and a pioneer of quantum chemistry and medical cybernetics in undergraduate and (post)graduate courses. His scientific work consists of over 200 papers published at home and abroad, 60 professional papers, 20 book reviews, three works of translation, and 27 volumes of lecture notes. In 1958, professor Cerkovnikov established the Croatian Chemical Society and the Rijeka and Istria branches of the nation's Association of Chemists and Chemical Engineers, chairing them until 1974. In addition, he was one of the founding fathers, and the first chair of the Health Culture Studies Association in Rijeka (that preceded today's Croatian Scientific Society for the History of Health Culture), established in 1965.

  12. Grading Practices and Distributions Across Internal Medicine Clerkships.

    PubMed

    Fazio, Sara B; Torre, Dario M; DeFer, Thomas M

    2016-01-01

    Clerkship evaluation and grading practices vary widely between U.S. medical schools. Grade inflation continues to exist, and grade distribution is likely to be different among U.S. medical schools. Increasing the number of available grades curtails "grade inflation." A national survey of all Clerkship Directors in Internal Medicine members was administered in 2011. The authors assessed key aspects of grading. Response rate was 76%. Among clerkship directors (CDs), 61% of respondents agreed that grade inflation existed in the internal medicine clerkship at their school, and 43% believed that it helped students obtain better residency positions. With respect to grading practices, 79% of CDs define specific behaviors needed to achieve each grade, and 36% specify an ideal grade distribution. In addition, 44% have a trained core faculty responsible for evaluating students, 35% describe formal grading meetings, and 39% use the Reporter-Interpreter-Manager-Educator (RIME) scheme. Grading scales were described as follows: 4% utilize a pass/fail system, 13% a 3-tier (e.g., Honors/Pass/Fail), 45% 4-tier, 35% 5-tier, and 4% 6+-tier system. There was a trend to higher grades with more tiers available. Grade inflation continues in the internal medicine clerkship. Almost half of CDs feel that this practice assists students to obtain better residency positions. A minority of programs have a trained core faculty who are responsible for evaluation. About one third have formal grading meetings and use the RIME system; both have been associated with more robust and balanced grading practices. In particular, there is a wide variation between schools in the percentage of students who are awarded the highest grade, which has implications for residency applications. Downstream users of clinical clerkship grades must be fully aware of these variations in grading in order to appropriately judge medical student performance.

  13. Middle-school students' school lunch consumption does not meet the new Institute of Medicine's National School Lunch Program recommendations.

    PubMed

    Cullen, Karen W; Watson, Kathleen B; Dave, Jayna M

    2011-10-01

    To compare the school lunch consumption of Texas middle-school students with the 2009 Institute of Medicine's (IOM) school meal report recommendations. These new lunch menu patterns increase fruit to one serving and vegetables to two servings, with 50 % wholegrain food. Lunch food records were collected from middle-school students from four schools in south-east Texas in the spring of 2008, and entered into the Nutrition Data System for Research software. Average intake was calculated for those consuming meals according to the National School Lunch Program (NSLP; n 5414) and for those consuming lunch from other sources (n 239). The percentage of students selecting each food group was calculated. Middle schools in south-east Texas. Middle-school students in south-east Texas. Students consuming NSLP meals reported consuming almost 1/2 serving of fruit, 3/4 serving of vegetables, 8 oz of milk and 1/3 serving of whole grains at lunch. Non-NSLP consumers reported almost no intake of fruit, vegetables or milk, and consumed 1/4 serving of whole grains at lunch. Among NSLP consumers, about 40% selected and consumed a fruit serving. About two-thirds of students selected a vegetable, consuming about 67 %. Less than 4% selected a dark green or orange vegetable. Students' lunch intake did not meet the new IOM recommendations. Few students selected dark green or orange vegetables, and only 40 % selected fruit. Whole grains consumption was low. Interventions with all stakeholders will be necessary to improve students' food and beverage selections overall when school meal patterns are revised.

  14. [The key role of public health medical resident education for future public health challenges].

    PubMed

    Costantino, Claudio; Cinquetti, Sandro; Garavelli, Elena; Marcantoni, Claudio; Murru, Claudia; Pieroni, Giovanni; Privitera, Gaetano; Ricciardi, Walter; Soncini, Francesco; Tedesco, Dario; Triassi, Maria; Vitale, Francesco; Campanella, Francesca

    2014-01-01

    The Italian Committee of medical residents in Hygiene, Preventive Medicine and Public Health is a member of the Italian Society of Hygiene, Preventive Medicine and Public Health with the aim of developing a network among Italian resident in public health and promoting the educational path improvement through comparisons and debates between postgraduate medical schools. In this perspective, during last years account has been taken of some essential topics concerning education of public health medical residents, which represent future health-care and public health experts. Cross-sectional researches were conducted among Italian public health medical residents (PHMRs) through self-administered and web-based questionnaires. Each questionnaire was previously validated by pilot studies conducted during the 46th National Conference of the Italian Society of Hygiene, Preventive Medicine and Public Health. Seventy percent of Italian PHMRs considered the actual length of Public Health postgraduate medical school excessively long, with regard to predetermined educational goals. Confirming this statement, 90% of respondents were inclined to a reduction from 5 to 4 years of postgraduate medical school length, established by Law Decree 104/2013. Seventy seven percent of surveyed PHMRs stand up for a rearrangement on a national setting of the access contest to postgraduate medical schools. Moreover 1/3 of Italian schools performed less than 75%of learning and qualifying activities specified in Ministerial Decree of August 2005. In particular, data analysis showed considerable differences among Italian postgraduate schools. Finally, in 2015 only four Italian Universities (Napoli Federico II, Palermo, Pavia, Roma Tor Vergata) provide for the Second Level Master qualify for the functions of occupational doctor. This offer makes available 60 positions against a request of over 200 future Public Health medical doctors who have shown interest in the Master. In Italy, after the introduction of Ministerial Decree 285/2005, the educational course of PHMRs was significantly improved. The standardization of learning and qualifying activities allowed for the first time the attendance at medical directions or Local Health Units. Nevertheless, the excessive lenght of postgradute schools and the differences about training among Italian Universities are critical and actual issue. Moreover, the remarkable interest shown by PHMRs in the Master could suggest a poor job replacement prospect for young medical specialist in Hygiene, Preventive Medicine and Public Health.

  15. Frank Netter's Legacy: Interprofessional Anatomy Instruction

    ERIC Educational Resources Information Center

    Niekrash, Christine E.; Copes, Lynn E.; Gonzalez, Richard A.

    2015-01-01

    Several medical schools have recently described new innovations in interprofessional interactions in gross anatomy courses. The Frank H. Netter MD School of Medicine at Quinnipiac University in Hamden, CT has developed and implemented two contrasting interprofessional experiences in first-year medical student gross anatomy dissection laboratories:…

  16. Is our medical school socially accountable? The case of Faculty of Medicine, Suez Canal University.

    PubMed

    Hosny, Somaya; Ghaly, Mona; Boelen, Charles

    2015-04-01

    Faculty of Medicine, Suez Canal University (FOM/SCU) was established as community oriented school with innovative educational strategies. Social accountability represents the commitment of the medical school towards the community it serves. To assess FOM/SCU compliance to social accountability using the "Conceptualization, Production, Usability" (CPU) model. FOM/SCU's practice was reviewed against CPU model parameters. CPU consists of three domains, 11 sections and 31 parameters. Data were collected through unstructured interviews with the main stakeholders and documents review since 2005 to 2013. FOM/SCU shows general compliance to the three domains of the CPU. Very good compliance was shown to the "P" domain of the model through FOM/SCU's innovative educational system, students and faculty members. More work is needed on the "C" and "U" domains. FOM/SCU complies with many parameters of the CPU model; however, more work should be accomplished to comply with some items in the C and U domains so that FOM/SCU can be recognized as a proactive socially accountable school.

  17. Attitudes of First-year Medical Students Toward the Confidentiality of Computerized Patient Records

    PubMed Central

    Davis, Luke; Domm, Jennifer A.; Konikoff, Michael R.; Miller, Randolph A.

    1999-01-01

    Objectives: To investigate the attitudes of students entering medical school toward the confidentiality of computerized medical records. Design: First-year medical students at the Vanderbilt University School of Medicine responded to a series of questions about a hypothetic breach of patient's privacy through a computerized patient record system. Measurements: The individual authors independently grouped the blinded responses according to whether they were consistent with then-current institutional policy. These preliminary groupings were discussed, and final categorizations were made by consensus. Results: While most students had a sense of what was right and wrong in absolute terms, half the class suggested at least one course of action that was deemed to be inconsistent with institutional policies. Conclusions: The authors believe that medical schools should directly address ethical and legal issues related to the use of computers in clinical practice as an integral part of medical school curricula. Several teaching approaches can facilitate a greater awareness of the issues surrounding technology and medicine. PMID:9925228

  18. Complementary and alternative medicine usage by patients of a dental school clinic.

    PubMed

    Spector, Michael L; Fischer, Mark; Dawson, Deborah V; Holmes, David C; Kummet, Colleen; Nisly, Nicole L; Baker, Karen A K

    2012-01-01

    This pilot study investigated the prevalence and specific reasons for usage of complementary and alternative medicine (CAM) among patients of a dental school clinic. Four hundred and two patients completed a 30-page survey on CAM usage. A higher rate of CAM usage was found in this dental school clinic population than rates previously reported in a general population. More than three-quarters (76.1%) of the respondents reported using at least one CAM treatment in the past 12 months; 93.3% reported using at least one CAM treatment at some time in their lives. High rates of chiropractic use were found in this population. Tooth pain was the most frequently reported dental condition motivating CAM use. About 10% of dental school clinic patients use topical oral herbal and/or natural products to treat dental conditions, most frequently for preventive/oral health reasons or for tooth pain. © 2012 Special Care Dentistry Association and Wiley Periodicals, Inc.

  19. [Development of advanced educational programs, including research programs, for undergraduate students in National Universities: the facts in 2010].

    PubMed

    Kurosaki, Yuji; Tomioka, Yoshihisa; Santa, Tomofumi; Kitamura, Yoshihisa

    2012-01-01

    This article summarizes detailed facts obtained from the questionnaire conducted in 2010 at about 14 National Universities on the topic of "Research programs and advanced educational programs for undergraduate students". The contents of the questionnaire included: (1) Research programs based on the coalition of university and hospital and/or community pharmacy, other Graduate Schools, such as School of Medicine etc., and the University Hospital, (2) Educational systems for the achievement of research programs and their research outcomes, (3) Research programs based on pharmacist practices, (4) Ongoing advanced educational programs for undergraduate students, taking advantage of the coalition with Graduate School, School of Medicine (and Dentistry), and University Hospital. Some of the advanced educational programs outlined in this questionnaire will be carried out by our group in the coming years and the educational benefits together with associated problems shall as well be clarified. This approach will be informative for the development of the leader-oriented pharmacist programs for the college of Pharmacy.

  20. The internal medicine clerkship and ambulatory learning experiences: results of the 2010 clerkship directors in internal medicine survey.

    PubMed

    Shaheen, Amy; Papp, Klara K; Torre, Dario

    2013-01-01

    Education in the ambulatory setting should be an integral part of undergraduate medical education. However, previous studies have shown education in this setting has been lacking in medical school. Ambulatory education occurs on some internal medicine clerkships. The extent of this education is unclear. The purpose of this survey was to assess the structure, curriculum, assessment methods, and barriers to implementation of ambulatory education on the internal medicine clerkship. An annual survey of institutional members of the Clerkship Directors in Internal Medicine (CDIM) was done in April 2010. The data were anonymous and descriptive statistics were used to summarize responses. Free text results were analyzed using qualitative techniques. The response rate was 75%. The majority of respondents had a required ambulatory component to the clerkship. Ambulatory experiences distinct from the inpatient internal medicine experience were common (46%). Integration with either the inpatient experiences or other departmental clerkships also occurred. The majority of ambulatory educational experiences were with generalists (74%) and/or subspecialists (45%). The most common assessment tool was the National Board of Medical Examiners (NBME) ambulatory shelf exam. Thematic analysis of the question about how practice based learning was taught elicited four major themes: Not taught; taught in the context of learning evidence based medicine; taught while learning chronic disease management with quality improvement; taught while learning about health care finance. Barriers to implementation included lack of faculty and financial resources. There have been significant increases in the amount of time dedicated to ambulatory internal medicine. The numbers of medical schools with ambulatory internal medicine education has increased. Integration of the ambulatory experiences with other clerkships such as family medicine occurs. Curriculum was varied but difficulties with dissemination and assessment in these disparate settings was noted. Overall, the results of this study demonstrate increased implementation and recognition of the importance of ambulatory education in internal medicine.

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