GLOSSARY of TERMS WHO European Primary Health Care Impact, Performance and Capacity Tool (PHC-IMPACT)
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Lshtm-Prospectus.Pdf
Welcome The London School of Hygiene & Tropical Medicine (LSHTM) is widely recognised as a world-leading school of public and global health, working closely with partners in the UK and worldwide to address contemporary and future critical health challenges. Our commitment to improving Professor Peter Piot KCMG FMedSci health in the UK and worldwide is the lifeblood of LSHTM, and I am proud Peter Piot is the Director and Handa Contents of the work our staff, students and Professor of Global Health at the alumni do to address major health London School of Hygiene & Tropical inequalities and challenges. Medicine. Professor Piot was part of a team that co-discovered the Ebola INTRODUCTION 03 COURSES 16 We have a diverse and truly global community dedicated virus in 1976, and was a leading voice to quality cross-disciplinary research. LSHTM is involved during the recent Ebola outbreak in at every stage of the research pipeline, from basic science West Africa. He also instigated some Welcome 03 Clinical Trials 16 all the way through to evaluation of health interventions, of the first research programmes Why Choose LSHTM? 04 Epidemiology 18 providing a firm foundation of evidence for improving health. into HIV/AIDS, and was the founding Crucially, we take research out into the real world to make Executive Director of UNAIDS and Why Distance Learning? 05 Global Health Policy 20 a tangible difference in people’s lives. Under-Secretary-General of the LSHTM and University of London 06 Infectious Diseases 22 United Nations from 1995 until 2008. This year marks our School’s 120th anniversary and we Our Global Student Community 08 Public Health 24 are celebrating 120 years of health innovation at LSHTM. -
Travel Clinic Operations Guide Edition 5
Travel Clinic Operations Guide Edition 5 www.travax.com © 2016 Shoreland, Inc. All rights reserved. Travel Clinic Operations Guide – page 2 INTRODUCTION The Travel Clinic Operations Guide provides an overview of the resources and travel-specific information useful to those starting and maintaining an international travel medicine clinic or administering travel-related vaccines within the context of a medical practice. Additional considerations may apply to travel medicine clinics in other care delivery settings such as pharmacies, workplaces, and public health departments. Non-physician prescription of vaccines or travel-related medication is increasingly common, but varies widely by state or province, and local regulations need to be clearly understood. Materials have been designed to help standardize delivery of service and reduce administrative workload. This guide focuses on aspects of clinic operations that are unique to the practice of travel medicine. Resources, policies and procedures, and other guidelines applicable to general medical clinics can be found in a multitude of other publications and will not be provided here. ESTABLISHING A TRAVEL HEALTH CLINIC THE BASICS Because the concept of travel medicine is often new to travelers, it is important to take into consideration the unique aspects of establishing a travel medicine clinic. Location: A highly visible location on a main floor or centralized location will generate interest, prompt inquiries, and encourage drop- ins. A location within a well-care setting is also desirable. Parking: Because many travel medicine clinics offer evening or weekend appointments for busy travelers, parking should be both easily accessible and safe. Naming: Clinic names and signs should clearly indicate the unique services offered, such as travel immunizations. -
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. -
Educators OPHTHALMOLOGY
Summer 2018 UNIVERSITY OF CINCINNATI OPHTHALMOLOGY Educators MAKING INTERNATIONAL Contributions Clinical Collaborations Outreach UNIVERSITY OF CINCINNATI Department of OPHTHALMOLOGY Karl C. Golnik, MD, MEd Professor and Chair Hisham H. Arar, MD James J. Augsburger, MD Shana Brafman, OD Chairman’s Update Sandra Brook, OD Greetings! I hope you found our last newsletter highlighting our educational program informative and exciting! David Brounley, MD Kelsey Carriere, OD In this issue we highlight our Department’s extensive international outreach, activities, and future plans. I contin- Fred Chu, MD ue in my role as Director for Education for the International Council of Ophthalmology. In addition, I am serving John S. Cohen, MD Anne L. Corn, EdD as both the Secretary for International Relations of the International Joint Com- Zelia M. Correa, MD, PhD mission on Allied Health (IJCAHPO) and as a consultant to Orbis. Our faculty Eniolami Dosunmu, MD Robert E. Foster, MD and residents also have continued their impressive international endeavors. See Mindy Call Fox, PhD inside this edition for further details. W. Michael Gaynier, DO Robert Goulet, MD Our next newsletter will highlight some of our Department’s Alumni Michael E. Gray, MD achievements and activities. Linda J. Greff MD Fumika Hamada, PhD I encourage comments and feedback regarding our newsletter. Please send Daniel Hammer, MD Michele Wyan ([email protected]) relevant information for inclusion in Michael Hater, MD Ginger Henson, MD our upcoming issues. Also, please feel free to contact me directly either at 513- Erich Hinel, OD 558-5151 or [email protected]. We are looking forward to hearing from Katherine Hogan, OD Edward J. -
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. -
Ctropmed® Examination)
Certificate of Knowledge in Clinical Tropical Medicine and Travelers’ Health (CTropMed® Examination) Striving for Professional Excellence in Clinical Tropical Medicine and Travelers’ Health October 11–24, 2021 NEW IN 2021! The CTropMed® Examination is being offered globally through secure internet-based testing sites. Visit the list of testing centers here. Download Sample Exam Questions #TropMed21 Certificate of Knowledge in Clinical Tropical Medicine and Travelers’ Health (CTropMed® Examination) New in 2021! The CTropMed® Examination is being offered globally through secure internet-based testing sites. Visit the list of testing centers here. Table of Contents Fostering professional development in the fields of clinical tropical medicine and Requirements................. 3 travelers’ health is one of the Society’s highest priorities. To that end, ASTMH About the Examination .......... 5 developed the Certificate of Knowledge in Clinical Tropical Medicine and Travelers’ Applying for the Examination ..... 5 Health (CTropMed® Examination) as a means to distinguish individuals who have Testing Centers ............... 6 demonstrated advanced knowledge and experience in these fields. The Certificate Test Center Admission of Knowledge in Clinical Tropical Medicine and Travelers’ Health is conferred on Requirements................. 7 Prohibited Items............... 8 1) licensed healthcare professionals applying via Practice Pathway or those Cancellation and healthcare professionals (regardless of licensure) who have passed an ASTMH- Rescheduling Policy............ 9 accredited Diploma Course, 2) have direct experience in the fields of tropical Scoring ..................... 10 medicine and/or travelers’ health, and 3) have passed the ASTMH Examination in Examination Results............ 10 Clinical Tropical Medicine and Travelers’ Health. Special Circumstances.......... 10 ASTMH’s Committment to Inclusion and Respect .......... 11 To support this process, ASTMH accredits specific diploma courses that meet Examination Checklist ......... -
Curriculum of the Faculty of Family Medicine
CURRICULUM OF THE FACULTY OF FAMILY MEDICINE WEST AFRICAN COLLEGE OF PHYSICIANS TABLE OF CONTENTS Chapter One: Introduction 1.1 Introductory statement 1.2 Needs analysis 1.3 Mission of the Faculty 1.4 Aim and Goals of the Residency Training 1.5 The philosophy. Chapter Two: Pre-Entry (Primary) Syllabus 2.1 Aim of the primary exam 2.2 The Primary syllabus 2.3 The Primary revision course 2.4 The Primary examination Chapter Three: Membership Syllabus 3.1 Goal of the membership training 3.2 Introduction/General structure 3.3 Rotations with durations 3.4 Syllabus for core knowledge 3.5 Syllabus for skills acquisition Chapter Four: Fellowship Syllabus 4.1 Goal of the fellowship training 4.2 Introduction/General structure 4.3 Rotations with durations 4.4 Syllabus for core knowledge 4.5 Syllabus for skills acquisition 4.6 Proposal writing 4.7 Dissertation writing 4.8 Casebook writing Chapter Five: Training institutions and requirements for accreditation 5.1 Accreditation procedure 5.2 Accreditation requirements Chapter Six: Assessments 6.1 Introduction 6.2 Summative Assessments 6.3 Formative Assessments 6.4 Mentorship Appendices CHAPTER ONE – INTRODUCTION 1.1 Introductory statement Family medicine is the medical discipline also known as general practice, general medical practice, family practice, or primary care. It is a discipline which integrates several medical specialties into a new whole. It is concerned with the holistic approach to patient care in which the individual is seen in his totality and in the context of his family and community. The trainees in family medicine should be appropriately equipped to meet the contemporary and future health needs of individuals and families within their practice community. -
Health Emergency Information and Risk Assessment Health Emergency Information and Risk Assessment Overview
1 Health Emergency Information and Risk Assessment Health Emergency Information and Risk Assessment Overview This Weekly Bulletin focuses on selected acute public health emergencies Contents occurring in the WHO African Region. The WHO Health Emergencies Programme is currently monitoring 71 events in the region. This week’s edition covers key new and ongoing events, including: 2 Overview Humanitarian crisis in Niger 3 - 6 Ongoing events Ebola virus disease in Democratic Republic of the Congo Humanitarian crisis in Central African Republic 7 Summary of major issues, challenges Cholera in Burundi. and proposed actions For each of these events, a brief description, followed by public health measures implemented and an interpretation of the situation is provided. 8 All events currently being monitored A table is provided at the end of the bulletin with information on all new and ongoing public health events currently being monitored in the region, as well as recent events that have largely been controlled and thus closed. Major issues and challenges include: The humanitarian crisis in Niger and the Central African Republic remains unabated, characterized by continued armed attacks, mass displacement of the population, food insecurity, and limited access to healthcare services. In Niger, the extremely volatile security situation along the borders with Burkina Faso, Mali, and Nigeria occasioned by armed attacks from Non-State Actors as well as resurgence in inter-communal conflicts, is contributing to an unprecedented mass displacement of the population along with its associated consequences. Seasonal flooding with huge impact as well as high morbidity and mortality rates from common infectious diseases have also complicated response to the humanitarian crisis. -
John Fry Fellowship Lecture
John Fry Fellowship Lecture Revalidation of Doctors: The Credibility Challenge Professor Mike Pringle Published by The Nuffield Trust 59 New Cavendish Street London W1G 7LP Telephone: 020 7631 8450 Fax: 020 7631 8451 Email: [email protected] Website: www.nuffield.org.uk ISBN: 1 905030 08 8 © The Nuffield Trust 2005 The John Fry Fellowship and Lecture The John Fry Fellowship was established by the late Dr John Fry, for many years a trustee of the Nuffield Trust. It provides an opportunity for the Fellow to write and lecture on a subject in the field of general practice and primary health care. This paper accompanies the lecture given by Professor Mike Pringle on 8th June 2005, at Cavendish Centre, London. John Fry Fellows: David Cameron Morrell John C Hasler Iona Heath Professor John Howie Professor Angela Coulter Professor Richard Saltman Professor Barbara Starfield Professor Mike Pringle The Nuffield Trust 59 New Cavendish Street London W1G 7LP 1 Revalidation of Doctors: The Credibility Challenge John Fry Fellowship Lecture Professor Mike Pringle, CBE, MD, FRCGP, FMedSci, is Head of School and Professor of General Practice at the University of Nottingham. 2 Revalidation of Doctors: The Credibility Challenge On the morning of the 15th launched. This was a profound event December 2004 two vital meetings in British medical history. were held in different parts of In the debate on the future of London. In its new premises on the revalidation the stakes are high. There Euston Road the General Medical are two powerful ideologies currently Council met in closed session to fighting for the soul of British discuss its response to the Fifth medicine. -
Medical School Rural Tracks in the US Policy Brief: September 2013
Medical School Rural Tracks in the US Policy brief: September 2013 Key points: A rural track (RT) is a program within an existing school of medicine designed to identify, admit, nurture and educate students who have a declared interest in future rural practice with the goal of increasing the number of graduates who enter and remain in rural practice. Rural background and rural commitment are strongly sought applicant characteristics. Community involvement and commitment to primary care in general and Family Medicine in particular are common selection criteria. Many RTs provide for admission of students who would otherwise not be admitted to medical school. Many RTs have dedicated scholarships for their students. Most RTs exist in public medical schools that confer the MD degree and involve 5% to 10% of the students in each class. RT curriculum elements in preclinical years expose students to rural-related topics and include early rural clinical exposure. The major RT curriculum element in the clinical years is lengthy rural clinical experience. Longer rural experience is positively related to rural practice choice. RTs serve a social function by forming a network of like-minded students and faculty. Most RTs are not permanently funded by their medical school and depend on external funding. Based on limited data, the annual cost of running a RT that serves 15 to 25 students per class (10% to 15% of total SOM population) ranges between $350,000 and $600,000. This amount excludes scholarships, but may include payments to rural clinical faculty preceptors. The mean percentage of RT graduates reported to be choosing “primary care” residencies is 65%. -
Spice Briefing Pàipear-Ullachaidh Spice Primary Care in Scotland
SPICe Briefing Pàipear-ullachaidh SPICe Primary Care in Scotland Lizzy Burgess This briefing outlines how primary care operates in Scotland to inform the Scottish Parliament's Health and Sport Committee's inquiry into "What does primary care look like for the next generation?". 29 May 2019 SB 19-32 Primary Care in Scotland, SB 19-32 Contents Executive Summary _____________________________________________________4 Primary Care ___________________________________________________________5 The Case for Change ____________________________________________________6 Experiences of care ____________________________________________________7 Primary Care Policy _____________________________________________________9 The Primary Care Team _________________________________________________ 11 Regulation of Healthcare Professionals ____________________________________14 Workforce Planning ____________________________________________________15 Workforce Data _______________________________________________________16 Training _____________________________________________________________18 Cost of Training _____________________________________________________19 Cost of Primary Care ___________________________________________________21 Cost Book ___________________________________________________________22 Paying for Services ____________________________________________________23 Primary Care Service Planning ___________________________________________24 Independent Contractors ________________________________________________26 The 2018 Scottish General Medical -
Study Guide Medical Terminology by Thea Liza Batan About the Author
Study Guide Medical Terminology By Thea Liza Batan About the Author Thea Liza Batan earned a Master of Science in Nursing Administration in 2007 from Xavier University in Cincinnati, Ohio. She has worked as a staff nurse, nurse instructor, and level department head. She currently works as a simulation coordinator and a free- lance writer specializing in nursing and healthcare. All terms mentioned in this text that are known to be trademarks or service marks have been appropriately capitalized. Use of a term in this text shouldn’t be regarded as affecting the validity of any trademark or service mark. Copyright © 2017 by Penn Foster, Inc. All rights reserved. No part of the material protected by this copyright may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the copyright owner. Requests for permission to make copies of any part of the work should be mailed to Copyright Permissions, Penn Foster, 925 Oak Street, Scranton, Pennsylvania 18515. Printed in the United States of America CONTENTS INSTRUCTIONS 1 READING ASSIGNMENTS 3 LESSON 1: THE FUNDAMENTALS OF MEDICAL TERMINOLOGY 5 LESSON 2: DIAGNOSIS, INTERVENTION, AND HUMAN BODY TERMS 28 LESSON 3: MUSCULOSKELETAL, CIRCULATORY, AND RESPIRATORY SYSTEM TERMS 44 LESSON 4: DIGESTIVE, URINARY, AND REPRODUCTIVE SYSTEM TERMS 69 LESSON 5: INTEGUMENTARY, NERVOUS, AND ENDOCRINE S YSTEM TERMS 96 SELF-CHECK ANSWERS 134 © PENN FOSTER, INC. 2017 MEDICAL TERMINOLOGY PAGE III Contents INSTRUCTIONS INTRODUCTION Welcome to your course on medical terminology. You’re taking this course because you’re most likely interested in pursuing a health and science career, which entails proficiencyincommunicatingwithhealthcareprofessionalssuchasphysicians,nurses, or dentists.