The Ultimate Guide to Choosing a Medical Specialty
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2021-2022 Catalog
American College of Acupuncture & Oriental Medicine Shaping The Future Of Health Care 2021-2022 Catalog 9100 Park West Drive, Houston TX 77063 www.acaom.edu | 713.780.9777 American College of Acupuncture & Oriental Medicine TABLE OF CONTENTS WELCOME ................................................................................................................... 6 MISSION .................................................................................................................... 6 VISION ....................................................................................................................... 6 CREDENTIALS .............................................................................................................. 6 Southern Association of Colleges and Schools 6 Texas Higher Education Coordinating Board 6 Texas State Board of Acupuncture Examiners 6 California Acupuncture Board Approval 6 NOTIFICATION TO ALL PROGRAM ENROLLEES AND APPLICANTS ............................................. 6 BOARD OF GOVERNORS ................................................................................................. 8 ADMINISTRATION ........................................................................................................ 8 ACAOM’S ACADEMIC DEGREE PROGRAMS ........................................................................ 9 FEDERAL STUDENT FINANCIAL AID................................................................................ 10 Applying for Financial Aid 10 V.A. Benefits 10 Scholarships 10 Tuition Refund -
Instructions for Anesthesiology Programs Requesting the Addition of a Clinical Base Year (CBY) to an Existing 3-Year Accredited Residency
Instructions for Anesthesiology Programs Requesting the Addition of a Clinical Base Year (CBY) to an Existing 3-year Accredited Residency MATERIALS TO BE SUBMITTED: Attachment A: Clinical Base Year Information Form Attachment B: Provide specific goals and objectives (competency-based terminology) for each block rotation and indicate assessment tools that will be utilized. Attachment C: Include a description of both clinical and didactic experiences that will be provided (lectures, conferences, grand rounds, journal clubs). Attachment D: Provide an explanation of how residents will evaluate these experiences as well as supervising faculty members. Attachment E: Provide a one-page CV for the key supervising faculty. Attachment F: Clarify the role of the resident during each of the program components listed. Information about Anesthesiology Clinical Base Year ACGME RRC Program Requirements 7/08 1) Definition of Clinical Base Year (CBY) a) 12 months of ‘broad education in medical disciplines relevant to the practice of anesthesiology’ b) capability to provide the Clinical Base Year within the same institution is desirable but not required for accreditation. 2) Timing of CBY a) usually precedes training in clinical anesthesia b) strongly recommended that the CBY be completed before the resident begins the CA-2 year c) must be completed before the resident begins the CA-3 year 3) Routes of entry into Anesthesiology program a) Categorical program - Resident matches into categorical program (includes CB year, approved by RRC as part of the accredited -
Endocrinology Resident Profile Jill Trinacty
Endocrinology Resident Profile Jill Trinacty July 2017 About me My name is Jill Trinacty, and I was raised in Berwick, Nova Scotia. I went completed my BSc. (Honours) at Saint Francis Xavier University in Antigonish, Nova Scotia. I spent a year as the Active Living Coordinator with the Town of Kentville then completed my MD at Dalhousie University. I moved to Ottawa, Ontario in 2013 for my residency in Internal Medicine at the University of Ottawa and am currently a PGY-5 in Endocrinology and Metabolism. Why I chose General Endocrinology In medical school I became interested in almost every area of medicine, but ultimately applied to internal medicine for a number of reasons. I have always been interested in Endocrinology, specifically diabetes. Diabetes affects so many people in our communities and can have significant morbidity and mortality. I liked the detail of internal medicine and the complexity of patients. Having some previous experience in public health, I knew that I wanted a career that would allow me to discuss lifestyle changes as an aspect of therapy – specifically nutrition and physical activity. I also wanted a career that would allow for work/life balance. Seeing the day-to-day lifestyle of each internal medicine subspecialty confirmed that Endocrinology was the right fit for me. Clinical Life What does a typical day of clinical duties involve? This is an example of my typical daily and weekly schedule: Endocrinology – A typical day 7:30 – 8:00 Clerical work / Chief resident duties. Review emails, follow up on patient results, approve vacation requests, make call schedule. -
Internal Medicine Milestones
Internal Medicine Milestones The Accreditation Council for Graduate Medical Education Implementation Date: July 1, 2021 Second Revision: November 2020 First Revision: July 2013 ©2020 Accreditation Council for Graduate Medical Education (ACGME) All rights reserved except the copyright owners grant third parties the right to use the Internal Medicine Milestones on a non-exclusive basis for educational purposes. Internal Medicine Milestones The Milestones are designed only for use in evaluation of residents in the context of their participation in ACGME-accredited residency programs. The Milestones provide a framework for the assessment of the development of the resident in key dimensions of the elements of physician competency in a specialty or subspecialty. They neither represent the entirety of the dimensions of the six domains of physician competency, nor are they designed to be relevant in any other context. ©2020 Accreditation Council for Graduate Medical Education (ACGME) All rights reserved except the copyright owners grant third parties the right to use the Internal Medicine Milestones on a non-exclusive basis for educational purposes. i Internal Medicine Milestones Work Group Eva Aagaard, MD, FACP Jonathan Lim, MD Cinnamon Bradley, MD Monica Lypson, MD, MHPE Fred Buckhold, MD Allan Markus, MD, MS, MBA, FACP Alfred Burger, MD, MS, FACP, SFHM Bernadette Miller, MD Stephanie Call, MD, MSPH Attila Nemeth, MD Shobhina Chheda, MD, MPH Jacob Perrin, MD Davoren Chick, MD, FACP Raul Ramirez Velazquez, DO Jack DePriest, MD, MACM Rachel Robbins, MD Benjamin Doolittle, MD, MDiv Jacqueline Stocking, PhD, MBA, RN Laura Edgar, EdD, CAE Jane Trinh, MD Christin Giordano McAuliffe, MD Mark Tschanz, DO, MACM Neil Kothari, MD Asher Tulsky, MD Heather Laird-Fick, MD, MPH, FACP Eric Warm, MD Advisory Group Mobola Campbell-Yesufu, MD, MPH Subha Ramani, MBBS, MMed, MPH Gretchen Diemer, MD Brijen Shah, MD Jodi Friedman, MD C. -
Required Procedural Training in Family Medicine Residency: a Consensus Statement
248 April 2008 Family Medicine Residency Education Required Procedural Training in Family Medicine Residency: A Consensus Statement Melissa Nothnagle, MD; Julie M. Sicilia, MD; Stuart Forman, MD; Jeremy Fish, MD; William Ellert, MD; Roberta Gebhard, DO; Barbara F. Kelly, MD; John L. Pfenninger, MD; Michael Tuggy, MD; Wm. MacMillan Rodney, MD; STFM Group on Hospital Medicine and Procedural Training Background and Objectives: Specific procedural training standards for US family medicine residen- cies do not exist. As a result, family physicians graduate with highly variable procedural skills, and the scope of procedural practice for family physicians remains poorly defined. Our objective was to develop a standard list of required procedures for family medicine residencies. Methods: The Society of Teachers of Family Medicine Group on Hospital and Procedural Training convened a working group of 17 family physician educators. A multi-voting process was used to define categories and propose a list of required procedures for US family medicine residency programs. Results: The group defined five categories of procedures within the scope of family medicine. Consensus was reached for a core list of procedures that all family medicine residents should be able to perform by the time of graduation. Conclusions: Defining standards for procedural training in family medicine will help clarify family medicine’s scope of practice and should benefit both patients and family physicians. We propose that with input from national family medicine organizations, the procedure list presented in this report be used to develop a national standard for required procedural training. (Fam Med 2008;40(4):248-52.) Controversy exists over which procedures should be requirements for procedure skills to include “a list of taught in family medicine residency. -
Distance Learning Program Anatomy of the Human Brain/Sheep Brain Dissection
Distance Learning Program Anatomy of the Human Brain/Sheep Brain Dissection This guide is for middle and high school students participating in AIMS Anatomy of the Human Brain and Sheep Brain Dissections. Programs will be presented by an AIMS Anatomy Specialist. In this activity students will become more familiar with the anatomical structures of the human brain by observing, studying, and examining human specimens. The primary focus is on the anatomy, function, and pathology. Those students participating in Sheep Brain Dissections will have the opportunity to dissect and compare anatomical structures. At the end of this document, you will find anatomical diagrams, vocabulary review, and pre/post tests for your students. The following topics will be covered: 1. The neurons and supporting cells of the nervous system 2. Organization of the nervous system (the central and peripheral nervous systems) 4. Protective coverings of the brain 5. Brain Anatomy, including cerebral hemispheres, cerebellum and brain stem 6. Spinal Cord Anatomy 7. Cranial and spinal nerves Objectives: The student will be able to: 1. Define the selected terms associated with the human brain and spinal cord; 2. Identify the protective structures of the brain; 3. Identify the four lobes of the brain; 4. Explain the correlation between brain surface area, structure and brain function. 5. Discuss common neurological disorders and treatments. 6. Describe the effects of drug and alcohol on the brain. 7. Correctly label a diagram of the human brain National Science Education -
Geriatric Medicine and Why We Need Geriatricians! by Juergen H
Geriatric Medicine and why we need Geriatricians! by Juergen H. A. Bludau, MD hat is geriatric medicine? Why is there a need for 1. Heterogeneity: As people age, they become more Wthis specialty? How does it differ from general heterogeneous, meaning that they become more and more internal medicine? What do geriatricians do differently when different, sometimes strikingly so, with respect to their they evaluate and treat an older adult? These are common health and medical needs. Imagine for a moment a group questions among patients and physicians alike. Many of 10 men and women, all 40 years old. It is probably safe internists and family practitioners argue, not unjustifiably, to say that most, if not all, have no chronic diseases, do not that they have experience in treating and caring for older see their physicians on a regular basis, and take no long- patients, especially since older adults make up almost half of term prescription medications. From a medical point of all doctors visits. So do we really need another type of view, this means that they are all very similar. Compare this physician to care for older adults? It is true that geriatricians to a group of 10 patients who are 80 years old. Most likely, may not necessarily treat older patients differently per se. But you will find an amazingly fit and active gentleman who there is a very large and important difference in that the focus may not be taking any prescription medications. On the of the treatment is different. In order to appreciate how other end of the spectrum, you may find a frail, memory- significant this is, we need to look at what makes an older impaired, and wheelchair-bound woman who lives in a adult different from a younger patient. -
MEDICAL UNIVERSITIES in POLAND 1 POLAND Facts and FIGURES MEDICAL UNIVERSITIES in POLAND
MEDICAL UNIVERSITIES IN POLAND 1 POLAND faCTS AND FIGURES MEDICAL UNIVERSITIES IN POLAND OFFICIAL NAME LOCATION TIME ZONE Republic of Poland (short form: Poland is situated in Central CET (UTC+1) PAGE 2 PAGE 5 PAGE 7 Poland, in Polish: Polska) Europe and borders Germany, CALLING CODE the Czech Republic, Slovakia, POPULATION (2019) +48 Ukraine, Belarus, Lithuania and WHY HIGHER POLISH 38 million Russia INTERNET DOMAIN POLAND? EDUCATION CONTRIBUTION OFFICIAL LANGUAGE .pl ENTERED THE EU Polish 2004 STUDENTS (2017/18) IN POLAND TO MEDICAL CAPITAL 1.29 million CURRENCY (MAY 2019) SCIENCES Warsaw (Warszawa) 1 zloty (PLN) MEDICAL STUDENTS (2017/18) GOVERNMENT 1 PLN = 0.23 € 1 PLN = 0.26 $ 64 thousand parliamentary republic PAGE 12 PAGE 14 PAGE 44 MEDICAL DEGREE ACCREDITATION UNIVERSITIES PROGRAMMES & QUALITY Warsaw ● MINIGUIDE IN ENGLISH ASSURANCE 2 3 WHY POLAND? Top countries of origin among Are you interested in studying medicine abroad? Good, then you have the right brochure in front of foreign medical you! This publication explains briefly what the Polish higher education system is like, introduces Polish students in medical universities and lists the degree programmes that are taught in English. Poland If you are looking for high-quality medical education provided by experienced and inspired teachers – Polish medical universities are some of the best options. We present ten of the many good reasons for Polish medical international students to choose Poland. universities have attracted the interest of students from a wide ACADEMIC TRADITION other types of official documentation for all variety of backgrounds completed courses. If you complete a full degree from all around the Poland’s traditions of academic education go or a diploma programme, you will receive a globe. -
CV-Summer 2017.Pdf
CURRICULUM VITAE NAME: MARY THERESE KILLACKEY, MD OFFICE ADDRESS: 1430 Tulane Avenue New Orleans, LA 70112 t 504.988.2317 f 504.988.1874 [email protected] PLACE OF BIRTH: Yonkers, NY EDUCATION: 1990-1994 Columbia College, Columbia University New York, NY, B.A. (Biology) 1994-1998 College of Physicians & Surgeons, Columbia University New York, NY M.D. POST-GRADUATE TRAINING: 6/1998-6/1999 Intern, General Surgery Strong Memorial Hospital University of Rochester Rochester, NY 6/1999-6/2003 Resident, General Surgery Strong Memorial Hospital University of Rochester Rochester, NY 7/2003-6/2005 Fellow, Abdominal Organ Transplant Surgery Recanati/Miller Transplant Institute The Mount Sinai Hospital New York, NY 11/2010 Leadership Development Program American Society of Transplant Surgeons Northwestern University Kellogg School of Management Chicago, IL 6/2015 Surgeons as Leaders Course American College of Surgeons Chicago, IL 9/2015-8/2016 Clinical Leadership Development Program Tulane School of Medicine, Office of the Dean New Orleans, LA 12/2015 Mid-Career Women Faculty Professional Development Seminar Association of American Medical Colleges Austin, TX 6/2016 Being a Resilient Leader Association of American Medical Colleges Washington, DC 6/2017 - 4/2018 Fellow, Executive Leadership in Academic Medicine Drexel University College of Medicine Philadelphia, PA ACADEMIC APPOINTMENTS: 7/2003-6/2005 Instructor in Surgery Mount Sinai School of Medicine New York, NY 10/2006-present Assistant Professor of Surgery and Pediatrics Tulane University -
AAFP Toolkit: Building and Growing a Sustainable Telehealth Program
A Toolkit for Building and Growing a Sustainable Telehealth Program in Your Practice SEPTEMBER 2020 This toolkit was developed in partnership with Manatt Health. About AAFP The American Academy of Family Physicians (AAFP) is the national association of family physicians. It is one of the largest national medical organizations, with 136,700 members in 50 states, D.C., Puerto Rico, the Virgin Islands and Guam, as well as internationally. We are a membership organization in the purest sense: an association of family physicians led by family physicians. With our colleagues throughout the country, we work to solidify family medicine as the cornerstone of a functioning health care system. We lobby government, negotiate with payers, partner with employers, educate patients, and champion family medicine on the national stage. The AAFP exists to support family physicians so they can spend more time doing what they do best: providing quality, cost-effective patient care. About Manatt Health Manatt Health combines firsthand experience in shaping public policy, sophisticated strategy insight, deep analytic capabilities, and legal excellence to provide uniquely valuable professional services to the full range of health industry stakeholders. Manatt has deep expertise in advising providers, states, payers, and health tech companies on developing, providing, and paying for innovative virtual care solutions. Our diverse team of more than 160 attorneys and consultants from Manatt, Phelps & Phillips, LLP, and its consulting subsidiary, Manatt Health Strategies, LLC, is passionate about helping our clients advance their business interests, fulfill their missions, and lead health care into the future. For more information, visit https://www.manatt.com/Health. -
Closed Residency Programs - Printable Format
Closed Residency Programs - Printable Format Affinity Medical Center Emergency Medicine - AOA - 126165 Family Medicine - AOA - 127871 Internal Medicine - AOA - 127872 Obstetrics & Gynecology (1980-1994) - AOA - 127873 Obstetrics & Gynecology (1995-1999) - AOA - 126168 Pediatrics - AOA - 127877 Affinity Medical Center - Doctors Hospital of Stark County Family Medicine - AOA - 126166 Family Medicine - AOA - 341474 Orthopaedic Surgery - AOA - 126170 Otolaryngology - AOA - 126169 Surgery - AOA - 126171 Traditional Rotating Internship - AOA - 125275 Cabrini Medical Center Clinical Clerkship - - [Not Yet Identified] Internal Medicine - ACGME - 1403531266 Internal Medicine / Cardiovascular Disease - ACGME - 1413531114 Internal Medicine / Gastroenterology - ACGME - 1443531098 Internal Medicine / Hematology & Medical Oncology - ACGME - 1553532048 Internal Medicine / Infectious Diesease - ACGME - 1463531097 Internal Medicine / Pulmonary Disease - ACGME - 1493531096 Internal Medicine / Rheumatology - ACGME - 1503531068 Psychiatry - ACGME - 4003531137 Surgery - ACGME - 4403521209 Caritas Healthcare, Inc. - Mary Immaculate Hospital Family Medicine - ACGME - 1203521420 Internal Medicine - ACGME - 1403522267 Internal Medicine / Gastroenterology - ACGME - 1443522052 Internal Medicine / Geriatric Medicine - ACGME - 1513531124 Internal Medicine / Infectious Diesease - ACGME - 1463522041 Internal Medicine / Pulmonary Disease - ACGME - 1493522047 Closed Residency Programs - Printable Format Caritas Healthcare, Inc. - St. John's Queens Hospital Clinical Clerkship -
General Surgery
- 1 - KALEIDA HEALTH Name: ___________________________________ Date: ____________________________ DELINEATION OF PRIVILEGES - GENERAL SURGERY PLEASE NOTE: Please check the box for each privilege requested. Do not use an arrow or line to make selections. We will return applications that ignore this directive. GENERAL STATEMENTS - Privileges in Adult Surgery are separated into the following divisions: General Surgery and Plastic Surgery. Applicants desiring procedure privileges in more than one division must complete separate forms for each. Procedures designated with an asterisk (*) indicate that Moderate or Deep Sedation may be required. If you do not have Moderate or Deep Sedation privileges, you must invite a Kaleida Health anesthesiologist to participate in the procedure. Procedures are also separated into levels of complexity (Level I-A, Level I-B, Level I, Level II, and Level III), which require increasing levels of education and experience. In general, procedures learned during residency are grouped in Level I-A or Level I and are granted upon evidence of successful completion of residency training. Level II procedures may or may not require evidence of additional training beyond residency. Documentation of additional training and/or experience is required for all Level III procedures. LEVEL I-A PRIVILEGES Procedures which involve primarily wound care, can be done under local anesthetic and occasionally involve application of temporary skin coverage or application of agents to expedite wound healing. Can be performed by any competent