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COMLEX-USA for Residency Program Directors
COMLEX-USA FOR RESIDENCY PROGRAM DIRECTORS COMLEX-USA Evidence–based assessment designed specifically for osteopathic medical students and residents that measures competencies required for the provision of safe and effective osteopathic medical care to patients. It is recommended but not required that COMLEX-USA Level 3 be taken after a minimum of six months in residency. The attestation process for COMLEX-USA Level 3 helps to fulfill the NBOME mission to DO candidates are not required to pass the United States protect the public, and adds value and entrustability to state licensing Medical Licensing Examination (USMLE®) to be eligible to boards and patients. Additionally, attestation provides COMLEX-USA apply to ACGME-accredited residency programs. The score reports to residency program directors and faculty. ACGME does not specify which licensing board exam(s) (i.e., COMLEX-USA, USMLE) applicants must take to be eligible COMPETENCY AND EVIDENCE-BASED DESIGN for appointment in ACGME-accredited residency programs. In 2019, COMLEX-USA completed a transition to a contemporary, two Frequently Asked Questions: Single Accreditation System decision-point, competency-based exam blueprint and evidence- Accreditation Council for Graduate Medical Education, 20191 based design informed by extensive research on osteopathic physician practice, expert consensus and stakeholder surveys.3 The enhanced COMLEX-USA blueprint4 assesses measurable outcomes PATHWAY TO LICENSURE of seven Fundamental Osteopathic Medical Competency Domains5 COMLEX-USA, the Comprehensive Osteopathic Medical Licensing and focuses on high-frequency, high-impact health issues and clinical Examination of the United States, is the exam series used by all presentations that affect patients. medical licensing authorities to make licensing decisions for osteopathic physicians. -
US News & World Report Recently Ranked A.T. Still University's
US News & World Report recently ranked A.T. Still A.T. Still University is now an official contributor and University’s Kirksville College of Osteopathic Medicine partner with HealthNewsDigest.com, the premier electronic #16 in the nation for rural medicine in the magazine’s health news network for current and breaking news for “America’s Best Graduate Schools 2007” edition. professionals, consumers, and media. The national survey also recognized ATSU-KCOM for HealthNewsDigest publishes 40 news stories on the being one of the least expensive private schools (15 of health industry every Monday morning, while breaking 53). ATSU-KCOM also received a high rank for its level news is reported on a daily basis. Stories are also featured of financial aid compared to other private medical on AvantGo, the handheld Palm device service, with more schools (7 of 50). The national medical school rankings than 10 million registered users worldwide. include 126 allopathic and osteopathic medical schools HealthNewsDigest is also syndicated to thousands of in the United States. major health industry web sites and wireless phone “The high national rankings of ATSU’s Kirksville systems, with feeds to Latin America, Europe, and Asia. College of Osteopathic Medicine are a tribute to the More than 2,000 news editors, directors, and health administration and faculty of columnists subscribe and have free access to use any and the school,” said ATSU all content. President James Currently, other medical education contributors to the McGovern, Ph.D. site include medical centers/schools from Yale, Cornell, In addition, the Stanford, Duke, University of Connecticut, and Harvard. -
Meeting Schedule
Track Theme B Bones/Muscle/Connective Tissue C Cardiovascular CB Cell Biology DB Developmental Biology/Morphology ED Education & Teaching EV Evolution/Anthropology I Imaging N Neuroscience PD Career and Professional Development RM Regenerative Medicine (Stem Cells, Tissue Regeneration) V Vertebrate Paleontology All sessions are scheduled eastern time (EDT) ON-DEMAND Career Central On-Demand Short Talks Co-sponsored by AAA’s Profesional Development Committee These on demand talks can be seen at anytime. Establishing Yourself as a Science Educator Darren Hoffman (University of Iowa Carver College of Medicine) In this presentation, you’ll learn strategies for launching a career in science teaching. We’ll explore key elements of the CV that will stand out in your job search, ways to acquire teaching experience when opportunities in your department are scarce, and how to develop your personal identity as a teacher. Negotiate like a Pro Carrie Elzie (Eastern Virginia Medical School) Creating a conducive work environment requires successful negotiation at many levels, with different individuals and unique situations. Thus, negotiation skills are important, not only for salaries, but many other aspects of a career including schedules, resources, and opportunities. In this session, you will learn some brief tips of how to negotiate like a professional including what to do and more importantly, what not to do. #SocialMedia: Personal Branding & Professionalism Mikaela Stiver (University of Toronto) Long gone are the days when social media platforms were just for socializing! Whether you use social media regularly in your professional life or are just getting started, this microlearning talk has something for everyone. We will cover the fundamentals of personal branding, explore a few examples on social media, and discuss the importance of professionalism with an emphasis on anatomical sciences. -
Specialty Board Certification and Federal Civil Rights Statutes, 11 J
Journal of Contemporary Health Law & Policy (1985-2015) Volume 11 Issue 1 Article 9 1994 Specialty Board Certification and ederF al Civil Rights Statutes John J. Smith Follow this and additional works at: https://scholarship.law.edu/jchlp Recommended Citation John J. Smith, Specialty Board Certification and Federal Civil Rights Statutes, 11 J. Contemp. Health L. & Pol'y 111 (1995). Available at: https://scholarship.law.edu/jchlp/vol11/iss1/9 This Article is brought to you for free and open access by CUA Law Scholarship Repository. It has been accepted for inclusion in Journal of Contemporary Health Law & Policy (1985-2015) by an authorized editor of CUA Law Scholarship Repository. For more information, please contact [email protected]. SPECIALTY BOARD CERTIFICATION AND FEDERAL CIVIL RIGHTS STATUTES John J.Smith, M.D., J.D.* Medical practice in the United States is structured around physician- specialists, highly trained professionals who affect the character, quality and cost of health care. Training and credentialing of these specialists is essentially unregulated by government. Instead, a comprehensive private regulatory system has developed, based largely on standards created by the twenty-four specialty boards recognized by the American Board of Medical Specialties. These private organizations assess physician skill through an evaluation and examination process, with candidates who meet board standards being granted certification in a particular specialty or subspecialty. The certification process is voluntary and is not legally required in or- der to practice medicine in any jurisdiction. Likewise, neither the boards nor any other medical organization encourages health care institutions to limit specialty practice to certified physicians alone. -
NOTICE by Lincoln Memorial University Duncan School of Law Re 2 MOTION for Temporary Restraining Order MOTION for Preliminary In
Lincoln Memorial University Duncan School of Law v. American Bar Association (TV1) Doc. 33 Att. 1 Commission on Colleges Southern Association of Colleges and Schools DOCUMENTATION FOR THE SUBSTANTIVE CHANGE COMMITTEE For use with the following types of changes: Initiating programs at a more advanced degree level Expanding programs at current degree levels (when the new program is a departure from current programs) Initiating programs at a lower degree level Expanding electronic delivery to include currently offered degrees Name of the Institution: Lincoln Memorial University Nature of the Substantive Change: Expanding programs at the current level (when a new degree program is a departure from current programs). To offer the Doctor of Jurisprudence (J.D.) degree program at the Former City Hall Building, Knoxville, Tennessee, 601 West Summit Hill Drive. Date: January 22, 2010 By signing below, we attest to the following: 1. That Lincoln Memorial University has attached a complete and accurate overview of the proposed Substantive Change. 2. That Lincoln Memorial University provided complete and accurate disclosure of timely information regarding compliance with the selected sections of the Principles of Accreditation affected by this Substantive Change. Name and signature of the President: _____________________________ Dr. C. Warren Neel, President (Int.) Name and signature of the Accreditation Liaison: _____________________________ Dr. Clayton Hess COC Staff Member assigned to the Institution: Dr. Cheryl Cardell 1 Dockets.Justia.com Part I. Overview A. Describe the proposed change. Include the location, initial date of implementation, projected number of students, primary target audience, projected life of the program (single cohort or ongoing), and instructional delivery methods. -
The Correlation Between USMLE and COMLEX Testing Scores in Applicants to Emergency Medicine Residencies
Lehigh Valley Health Network LVHN Scholarly Works Research Scholars Poster Presentation The orC relation Between USMLE and COMLEX Testing Scores Jay Patel University of Pittsburgh - Johnstown Kathleen Kane MD Lehigh Valley Health Network, [email protected] Follow this and additional works at: http://scholarlyworks.lvhn.org/research-scholars-posters Published In/Presented At Patel, J., Kane, K. (2014, July, 25) The Correlation between USMLE and COMLEX Testing Scores in Applicants to Emergency Medicine Residencies. Poster presented at LVHN Research Scholar Program Poster Session, Lehigh Valley Health Network, Allentown, PA. This Poster is brought to you for free and open access by LVHN Scholarly Works. It has been accepted for inclusion in LVHN Scholarly Works by an authorized administrator. For more information, please contact [email protected]. The Correlation between USMLE and COMLEX Testing Scores in Applicants to Emergency Medicine Residencies Jay Patel and Kathleen E. Kane, MD Lehigh Valley Health Network, Allentown, Pennsylvania Background Primary Question Sample Size • The Comprehensive Osteopathic Medical Licensing What is the correlation factor between • The sample is comprised of 556 eligible applicants Examination of the United States (COMLEX-USA) and the COMLEX-USA and USMLE scores of • Of those applicants, 359 or 64.6% were male and 197 or United States Medical Licensing Examination (USMLE) are a osteopathic emergency medicine residency 35.4% were female series of standardized medical licensing examinations used -
MD/Phd Programs
MD/PhD Programs The typical program of study includes the first two years of the medical school basic sciences curriculum, followed by three or more years of graduate school and thesis research, and then the final two years of clinical clerkships. However, M.D./Ph.D. program length varies considerably between schools. The current average time to graduation from start to finish in MSTPs is 7-8 years. M.D./Ph.D. admissions The fraction of M.D./Ph.D. applicants is typically very small relative to those not pursuing a combined degree. At most schools, M.D./Ph.D. applicants must go through the normal medical application process. Applicants must also complete a separate M.D./Ph.D. application, which consists of MCAT scores, GPA, undergraduate institution, one or more essays, and additional letters of recommendation from those who can assess the applicant’s potential for a career in research. Interview arrangements vary between programs, with some providing airfare, hotel accommodations, meals, and planned activities. M.D./Ph.D. applicants typically have many more interviews at each school than those pursuing the standard M.D. pathway. In addition, many unique factors come into play when making a decision on which program to attend. There is considerable variation among programs in virtually all aspects of the application process, MSTP Programs Medical Scientist Training Programs (MSTP) are M.D./Ph.D. programs offered by a small number of United States medical schools with funding from the National Institutes of Health (NIH), to train physician scientists for biomedical research, particularly “translational” or “ bench and bedside” research. -
4Th Year Guide
Class of 2019 Guide to the Fourth Year Table of Contents SECTION I – OFFICE OF MEDICAL EDUCATION .............................................................................................. 5 Graduation Requirements Checklist ............................................................................................................. 7 Timeline to Graduation ................................................................................................................................. 8 Dates to know during the Third Year ........................................................................................................ 8 Dates to know during the Fourth Year ...................................................................................................... 9 Scheduling USMLE Step 2 CS ....................................................................................................................... 10 “SIT BY” Deadline: ................................................................................................................................... 10 Know The Rules: ...................................................................................................................................... 10 Apply for a Scheduling Permit ................................................................................................................. 10 Selecting a Test Date ............................................................................................................................... 11 Selecting a Test Site -
Scientific Program 81S T Annual M Ee T in G
P A C I F I C C O A S T S U R G I C A L A SSOCIATION Scientific Program 81S T ANNUAL M EE T IN G FEBRUARY 13–16, 2010 RITZ-CARLTON, KAPALUA HOTEL MAUI, HI Jointly Sponsored by the American College of Surgeons and the Pacific Coast Surgical Association TABLE OF CONTENTS P A C I F I C C O A S T S U R G I C A L A SSOCIATION 8 1 S T A N N U A L M E E T I N G Scientific Program FEBRUARY 13–16, 2010 Ritz-CaRlton, Kapalua Hotel • Maui, Hi Ta BLE OF CONTENTS Arrangements/Program Committee .....................................................................2 Council officers, Members, and Representatives ................................................3 General Information ..................................................................................................4 Program Information ................................................................................................5 Scientific Program .....................................................................................................6 industry Support Displays .......................................................................................7 evening activities ......................................................................................................8 optional activities .....................................................................................................9 program agenda ......................................................................................................11 Scientific Session agenda .......................................................................................13 -
William Carey University College of Osteopathic Medicine
WILLIAM CAREY UNIVERSITY COLLEGE OF OSTEOPATHIC MEDICINE Student Handbook and Catalog 2016-2017 Approved by the William Carey University Board of Trustees May 5, 2016 1 PREFACE Information contained herein shall not constitute a legally binding contract upon William Carey University College of Osteopathic Medicine (WCUCOM). An electronic copy of this publication can be viewed at WCUCOM website. Policies, requirements, and information in this WCUCOM Student Handbook and Catalog may be updated from time to time by the WCUCOM at its sole discretion. Changes will be distributed to students, and will become effective immediately unless otherwise specified. Changes will be posted online quarterly as addenda on the WCUCOM website with appropriate notifications to the respective stakeholders. All changes cited as addenda throughout a given academic year will be incorporated into the parent document for the upcoming academic year. All inquiries regarding the WCUCOM Student Handbook and Catalog should be directed to the Office of the WCUCOM Associate Dean, Student Affairs at 601.318.6290. Any recommendations for additions, deletions, or changes must be submitted in writing to the WCUCOM Dean. Final approval is made by the William Carey University (WCU) Board of Trustees (BOT) based upon recommendations from the WCU President. In the event of a discrepancy between the WCUCOM Student Handbook and Catalog and a WCU Policy or a WCU BOT Policy the latter policies will govern. 2 Table of Contents Preface 2 NONDISCRIMINATION POLICY AND DIVERSITY STATEMENT -
WILLIAM CAREY UNIVERSITY COLLEGE of OSTEOPATHIC MEDICINE Catalog and Student Handbook 2013-2014
WILLIAM CAREY UNIVERSITY COLLEGE OF OSTEOPATHIC MEDICINE Catalog and Student Handbook 2013-2014 1 PREFACE Information contained herein shall not constitute a legally binding contract upon William Carey University College of Osteopathic Medicine (WCUCOM). Policies, requirements, and information in the WCUCOM Catalog and Student Handbook will be updated from time to time by the WCUCOM at its sole discretion. These policies and procedures will be in effect for all current WCUCOM students regardless of the enrollment date. Changes will be distributed to students and become effective immediately unless otherwise specified. Students will be notified by e-mail of changes occurring in the WCUCOM Catalog and Student Handbook. This information may also be posted on digital signage throughout the COM buildings. All changes cited as addenda throughout a given academic year will be incorporated into the parent document for the upcoming academic year. The cycle is repeated. All inquiries regarding the WCUCOM Catalog and Student Handbook should be directed to the Office of the WCUCOM Associate Dean, Student Affairs at 601.318.6586. Any recommendations for additions, deletions, or changes must be submitted in writing to the WCUCOM Dean. Final approval is made by the Board of Trustees based upon recommendations from the WCU President. An electronic copy of this publication can be viewed at http://wmcarey.edu/current-students-0 2 TABLE OF CONTENTS Page PREFACE 2 Nondiscrimination Policy and Diversity Statement 9 MISSION STATEMENT 10 GOALS AND OBJECTIVES -
Medical Scientist Training Program
The University of Michigan MEDICAL SCIENTIST TRAINING PROGRAM General Information and Guidelines A Handbook for Fellows https://www.medicine.umich.edu/medschool/education/md-phd- program/current students/ August 2018 CONTENTS 1. MSTP Office 2. Communication 3. Academic Advising 4. I.D. and Computer Access 5. Course of Study 6. Biological Chemistry Requirement 7. Medical School Registration 8. Medical and Graduate School Grading Systems 9. Graduate School Registration 10. Research Rotations 11. Selecting a Doctoral Field and the Thesis Research Mentor 12. Graduate School Residency Requirements 13. Research Responsibility and Ethics Requirements 14. Research Phase: External Funding Sources 15. Advancement to Candidacy 16. Precandidate Year to Candidacy Transition: Funding and Insurance Issues 17. Research Phase to M3 Transition 18. M4 Year 19. Transition to Post Graduate Training, Residency 20. Dean’s Letters 21. Simultaneous Awarding of Dual Degrees 22. United States Medical Licensure Examination Step 1 and Step 2 (Clinical Knowledge and Clinical Skills) 23. Rackham Graduate School Policies 24. Medical School Policies and Procedures 25. The Fellowship Award and the Stipend Level 26. Monthly Stipend Check 27. Taxability of NRSA Stipends 28. NIH Funding Trainee Appointment Forms and Trainee Termination Notice Forms 29. Tuition Payment, Billing Procedures, and Registration 30. Travel Funds and Expense Forms 31. Health Care Insurance 32. Health Service 33. CV and Publication File 34. Individual Development Pan (IDP) 35. Vacations and Other Absences 36. MSTP Scientific Retreat 37. MSTP Seminars 38. Citizenship 39. MSTP Committees: Operating Committee (OC) and Program Activities Committee (PAC) A Handbook for MSTP Fellows MEDICAL SCIENTIST TRAINING PROGRAM General Information and Guidelines for Fellows 1.