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Physician Prescribing Course
Cultural and Linguistic Competency This activity is in compliance with California As- sembly Bill 1195 which requires continuing medical education activities with patient care components to include curriculum in the subjects of cultural and linguistic competency. Cultural competency is de- fined as a set of integrated attitudes, knowledge, and skills that enables health care professionals or organizations to care effectively for patients from diverse cultures, groups, and communities. Linguis- tic competency is defined as the ability of a physi- cian or surgeon to provide patients who do not speak English or who have limited ability to speak Physician English, direct communication in the patient’s pri- University of California, San Diego Prescribing mary language. Cultural and linguistic competency School of Medicine is accredited by the was incorporated into the planning of this activity. Accreditation Council for Continuing Course Additional resources on cultural and linguistic com- petency and information about AB1195 can be Medical Education to provide continuing found on the UCSD CME website at medical education for physicians. http://cme.ucsd.edu. Faculty Disclosure The University of California, San Diego It is the policy of the University of California, School of Medicine designates this live San Diego School of Medicine to ensure balance, activity for a maximum of 27.00 AMA independence, objectivity and scientific rigor. All PRA Category 1 CreditsTM. persons involved in the selection, development and presentation of content are required to dis- close any real or apparent conflicts of interest. Physicians should claim only credit com- All conflicts of interest will be resolved prior to mensurate with the extent of their par- an educational activity being delivered to learn- ticipation in the activity. -
Artificial Intelligence in Health Care: the Hope, the Hype, the Promise, the Peril
Artificial Intelligence in Health Care: The Hope, the Hype, the Promise, the Peril Michael Matheny, Sonoo Thadaney Israni, Mahnoor Ahmed, and Danielle Whicher, Editors WASHINGTON, DC NAM.EDU PREPUBLICATION COPY - Uncorrected Proofs NATIONAL ACADEMY OF MEDICINE • 500 Fifth Street, NW • WASHINGTON, DC 20001 NOTICE: This publication has undergone peer review according to procedures established by the National Academy of Medicine (NAM). Publication by the NAM worthy of public attention, but does not constitute endorsement of conclusions and recommendationssignifies that it is the by productthe NAM. of The a carefully views presented considered in processthis publication and is a contributionare those of individual contributors and do not represent formal consensus positions of the authors’ organizations; the NAM; or the National Academies of Sciences, Engineering, and Medicine. Library of Congress Cataloging-in-Publication Data to Come Copyright 2019 by the National Academy of Sciences. All rights reserved. Printed in the United States of America. Suggested citation: Matheny, M., S. Thadaney Israni, M. Ahmed, and D. Whicher, Editors. 2019. Artificial Intelligence in Health Care: The Hope, the Hype, the Promise, the Peril. NAM Special Publication. Washington, DC: National Academy of Medicine. PREPUBLICATION COPY - Uncorrected Proofs “Knowing is not enough; we must apply. Willing is not enough; we must do.” --GOETHE PREPUBLICATION COPY - Uncorrected Proofs ABOUT THE NATIONAL ACADEMY OF MEDICINE The National Academy of Medicine is one of three Academies constituting the Nation- al Academies of Sciences, Engineering, and Medicine (the National Academies). The Na- tional Academies provide independent, objective analysis and advice to the nation and conduct other activities to solve complex problems and inform public policy decisions. -
Medical School
Medical School Texas A&M Professional School Advising can advise you realistically on whether you are a competitive applicant for admission to medical school, however only you can decide if medical school is truly what you want to do. One way to explore your interest is to gain exposure by volunteering and shadowing in the different healthcare professions we advise for. You can also observe or shadow a physician and talk to professionals in the different fields of healthcare. Another way is to read information about professional schools and medicine as a career and to join one of the campus pre-health organizations. What type of major looks best? Many applicants believe that medical schools want science majors or that certain programs prefer liberal arts majors. In actuality medical schools have no preference in what major you choose as long as you do well and complete the pre-requisite requirements. Texas A&M does not have a pre-medical academic track which is why we suggest that you choose a major that leads to what you would select as an alternative career. The reason for this line of logic is that you generally do better in a major you are truly passionate and interested in and in return is another great way to determine whether medicine is the right choice. Plus an alternative career provides good insurance if you should happen to change direction or postpone entry. Texas A&M University offers extensive and exciting majors to choose from in eleven diverse colleges. If your chosen major does not include the prerequisite courses in its curriculum, you must complete the required courses mentioned below either as science credit hours or elective credit hours. -
Sports Medicine Examination Outline
Sports Medicine Examination Content I. ROLE OF THE TEAM PHYSICIAN 1% A. Ethics B. Medical-Legal 1. Physician responsibility 2. Physician liability 3. Preparticipation clearance 4. Return to play 5. Waiver of liability C. Administrative Responsibilities II. BASIC SCIENCE OF SPORTS 16% A. Exercise Physiology 1. Training Response/Physical Conditioning a.Aerobic b. Anaerobic c. Resistance d. Flexibility 2. Environmental a. Heat b.Cold c. Altitude d.Recreational diving (scuba) 3. Muscle a. Contraction b. Lactate kinetics c. Delayed onset muscle soreness d. Fiber types 4. Neuroendocrine 5. Respiratory 6. Circulatory 7. Special populations a. Children b. Elderly c. Athletes with chronic disease d. Disabled athletes B. Anatomy 1. Head/Neck a.Bone b. Soft tissue c. Innervation d. Vascular 2. Chest/Abdomen a.Bone b. Soft tissue c. Innervation d. Vascular 3. Back a.Bone b. Soft tissue c. Innervation 1 d. Vascular 4. Shoulder/Upper arm a. Bone b. Soft tissue c. Innervation d. Vascular 5. Elbow/Forearm a. Bone b. Soft tissue c. Innervation d. Vascular 6. Hand/Wrist a. Bone b. Soft tissue c. Innervation d. Vascular 7. Hip/Pelvis/Thigh a. Bone b. Soft tissue c. Innervation d. Vascular 8. Knee a. Bone b. Soft tissue c. Innervation d. Vascular 9. Lower Leg/Foot/Ankle a. Bone b. Soft tissue c. Innervation d. Vascular 10. Immature Skeleton a. Physes b. Apophyses C. Biomechanics 1. Throwing/Overhead activities 2. Swimming 3. Gait/Running 4. Cycling 5. Jumping activities 6. Joint kinematics D. Pharmacology 1. Therapeutic Drugs a. Analgesics b. Antibiotics c. Antidiabetic agents d. Antihypertensives e. -
Pathology and Laboratory Medicine 1
Pathology and Laboratory Medicine 1 and hepatic pathology. The rotation consists of daily interpretation of Pathology and subspecialty biopsies, participation in subspecialty conferences, slide set study, and assigned readings. Students participate in their own Laboratory Medicine learning by setting their rotation objectives with faculty at the start of their elective and following through with a schedule of clinical, laboratory and core lecture conferences. Students will need to obtain the appropriate Pathologists play many roles in medicine, from interpreting surgical staff members' permission for the rotation as follows: dermatopathology biopsies to supervising clinical laboratory testing. It has been estimated (Garth Fraga); neuropathology (Kathy Newell); renal pathology (Timothy that 70% of all medical decisions are based on data generated by Fields); breast pathology (Fang Fan); hepatic pathology (Maura O'Neil). pathology departments. The department of Pathology and Laboratory Prerequisite: Completion of the core clinical clerkships and permission of Medicine at KUMC plays an integral role in the core curriculum and also the faculty. LEC. offers elective courses to medical students interested in learning more about laboratory practice. Students in elective rotations participate in daily teaching conferences and specimen “sign-out” at the University of Kansas Hospital. They receive hands-on exposure to pathology technical methodology in the surgical pathology suite, cytopathology and hematopathology. PAON 920. Molecular Medicine: Approaches & Ethics. 2 Hours. Molecular Medicine: Approaches Ethics is a two semester course for first year MD-PhD students taught by the Director of the MD- PhD Program, with other faculty from the basic science and clinical departments. Through lectures, small group discussion, online modules, evaluation of primary literature, and presentations/discussions with current KUMC faculty, students will be introduced to the process of scientific investigation. -
DUKE UNIVERSITY School of Medicine Pathologists' Assistant
DUKE UNIVERSITY School of Medicine Pathologists’ Assistant Program Department of Pathology Academic Programs The Department of Pathology at Duke University offers a wide array of training programs to fit individual requirements and goals. The Residency Training program is an ACGME approved program and is available as an Anatomic Pathology/Clinical Pathology combined program, a shorter Anatomic Pathology only program, or an Anatomic Pathology/Neuropathology program. Subspecialty fellowships in Cytopathology, Dermatopathology, Hematopathology, Medical Microbiology, and Neuropathology are also ACGME approved. These programs provide the highest quality of graduate medical education by drawing on the depth and breadth of faculty expertise in the Department in all aspects of anatomic and clinical pathology and the availability of a wide variety of often complex clinical cases seen at Duke University Health System. For medical students interested in a career in Pathology pre-doctoral fellowships, internships and externships are available. Research Training in Experimental pathology can be obtained through Pre- and postdoctoral fellowships of one to five years. All pre-doctoral fellows are candidates for the Ph.D. degree in pathology. The Ph.D. is optional in postdoctoral programs, which provide didactic and research training in various aspects of modern experimental pathology. A two year NAACLS accredited Pathologists’ Assistant Program leads to a Master of Health Science degree, certifies graduates to sit for the ASCP Board of Certification examination, and leads to exciting career opportunities in a variety of anatomic pathology laboratory settings. Pathologists’ assistants are analogous to physician assistants, but with highly specialized training in autopsy and surgical pathology. This profession was pioneered in the Duke Department of Pathology 50 years ago, and is one of only twelve such programs in existence today. -
Professor, Student, and Course Attributes That Contribute to Successful Teaching Evaluations
Professor, Student, and Course Attributes that Contribute to Successful Teaching Evaluations Michael J. Seiler, Vicky L. Seiler, and Dalen Chiang This study examines eight professor, student, and course attributes that affect four specific areas of teaching evaluations. All eight attributes significantly affect at least one of the four groups of student evaluation of teaching (SET) questions. The extant literature has previously ignored the fact that more than one factor exists. This has resulted in contradictory or inconclusive findings. Our study uses a more sophisticated methodology that allows for the delineation of all these intricate relationships. As a result, more clear and robust results emerge.[JEL: I20, I22, A00] n Universities and colleges recognize more than ever four distinct areas. This has never been done before. the need to achieve high levels of teaching performance The data used in the current study is from a single in the classroom. Accordingly, this desire is being university. However, it is representative of the SET reflected by promotion and tenure (P&T) committees surveys used around the country. For example, studies who have adjusted their criteria across all business using SET surveys that ask the same questions as majors (Accounting Education Change Commission, the survey under examination include Tenant and 1990; Bures and Tong, 1993; Burnett, Amason, and Lawrence (1975)-(time of day), Howell and Johnson Cunningham, 1989; and Schultz, Meade, and Khurana, (1982), and Stout, Bonfield, and Battista (1987)- 1989). Yunker and Sterner (1988) found that student (class meeting time), Brandenburg, Slinde, and evaluations of teaching (SET) is the primary instrument Batista (1977), Marsh (1987), and Wright, used to evaluate teaching effectiveness in almost every Whittington, and Whittenburg (1984)-(required college and university in the country. -
Glossary of Data Terms
Glossary of Terms The Texas Higher Education Coordinating Board has produced this Glossary of commonly used Texas higher education terms. By its nature, the Glossary will be an evolving document. If you have suggestions for clear wording for terms in the Glossary or for terms whose definition you would like to have included, please send your suggestions to Torca Bunton at [email protected] at the Coordinating Board. TEXAS HIGHER EDUCATION COORDINATING BOARD Educational Data Center Glossary of Terms August 14, 2017 AAT Associate of Arts in a Teaching degree. Board-approved collegiate degree programs consisting of lower-division courses intended for transfer to baccalaureate programs that lead to initial Texas teacher certification. (CTC CBM009) Academic Course Guide Manual (ACGM) The official list of approval numbers for general academic transfer courses that may be offered for state funding by public community and technical colleges in Texas. It lists a basic core of general academic courses which are freely transferable among all public institutions of higher education in Texas in accordance with the Texas Education Code, §61.051(g). TCCNS numbers are assigned to most courses in the manual. Academic courses reported on the CTC CBM004 must appear either on this list of approved courses or in the Special Approval/Unique Need Inventory. See Lower Division Academic Course Guide Manual. (CTC CBM004) Academic Credit Course A college-level course that, if successfully completed, can be applied toward the number of courses required for achieving a degree, diploma, certificate, or other formal award. Academic Program Instructional program leading toward an associate’s, bachelor’s, master’s, doctor’s, or first-professional degree or resulting in credits that can be applied to one of these degrees. -
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. -
Acute Pain Medicine & Regional Anesthesia Course
4TH ANNUAL Carlo D. Franco, MD COURSE DESCRIPTION Chairman Regional Anesthesia ACUTE PAIN MEDICINE & The Acute Pain Medicine & Regional Anesthesia Course JHS Hospital of Cook County provides an intense, hands-on cadaver workshop for civilian Professor of Anesthesiology and Anatomy and military physician anesthesiologists seeking to add Rush University Medical Center – Chicago, IL REGIONAL ANESTHESIA advanced anesthesia techniques to his/her practice. The workshop focuses on indications, anatomical considerations Ralf E. Gebhard, MD Professor of Anesthesiology COURSE and techniques for each block. Participants will work in small Associate Professor of Orthopedics and Rehabilitation groups directly with renowned faculty during the hands- Director, Division of Regional Anesthesia and Acute Perioperative Pain Management FOR MILITARY AND CIVILIAN ANESTHESIOLOGISTS on instruction with non-embalmed cadaver specimens at multiple workstations in a state-of-the-art anatomical teaching Miller School of Medicine INTERESTED IN TRAUMA AND PERIOPERATIVE laboratory. Participants will conduct actual ultrasound guided University of Miami – Miami, FL PAIN MANAGEMENT regional techniques on the aforementioned cadavers. This Harold Gelfand, MD course was formerly the Annual Comprehensive Regional Regional Anesthesia/Acute Pain Medicine Anesthesia Workshop, held for 10 years at the Uniformed Bethesda, MD Services University of the Health Sciences (USUHS) in Bethesda, Maryland. Roy Greengrass, MD Professor of Anesthesiology COURSE OBJECTIVES Mayo Clinic – Jacksonville, FL 1. Participants will review multimodal analgesia including Justin W. Heil, MD MARCH 18-19, 2016 various opioid and non-opioid agents utilized in the setting of Regional Anesthesia/Acute Pain Medicine BALTIMORE, MARYLAND acute pain. San Diego, CA 2. Participants will be able to identify the organization and fiscal concerns of an acute pain medicine service. -
Eyal Nahum, Linguist & Language Instructor
Eyal Nahum, linguist & language instructor Specializing in teaching Biblical Hebrew Age: 40 Formal education 2015 M.A. in General Linguistics, the Hebrew University of Jerusalem, summa cum laude. Master theme: The relative article. A study of relative pronoun attraction in Herodotean Greek. 2008 Diploma for Hebrew teaching, the division of Hebrew language instruction, Rothberg international school, the Hebrew University of Jerusalem. 2003 B.Sc. in Computer Science (Bio-Informatics track), Ben-Gurion University, BeerSheva, Israel. Scholarships 2009-2010 Scholarship for excellence (granted by the Hebrew University) for one academic year of studies at the Freie Universität Berlin, with main focus on Greek Philology. Working experience Since 2011 Jerusalem Biblical & modern Hebrew instructor, Hebrew division coordinator, Polis institute Teaching Biblical Hebrew as a foreign living language to both complete beginners and advanced students, full immersion. Courses were given inter alia to students of prestigious clerical institutions in Jerusalem, such as the École Biblique, Studium Biblicum Franciscanum etc. Development of a complete set of courses for teaching Biblical Hebrew, implementing full immersion methods. .for teaching Biblical Hebrew ("מבראשית") Author of a book Development of Master courses in General Linguistics to M.A. students. Teaching Modern Hebrew as a foreign language. Academic & administrative coordinator of the Polis institute Hebrew division. Since 2012 Rome Biblical Hebrew instructor & coordinator, Santa Croce university Teaching Biblical Hebrew as a foreign language in the framework of intensive courses to both complete beginners and advanced students (full immersion), the great bulk of whom are clergymen of various major Roman pontifical universities, full immersion. Methodological course: training Greek and Latin teachers on the principles and methods of ancient language full immersion teaching. -
2020 Pain Medicine MOC Content Outline
ABA Pain Medicine Examination CONTENT OUTLINE THE AMERICAN BOARD OF ANESTHESIOLOGY 4208 Six Forks Road, Suite 1500 | Raleigh, NC 27609-5765 | Phone: (866) 999-7501 | Fax: (866) 999-7503 | Website: www.theABA.org Pain Medicine Content Outline Updated January 2015 1. General ………………………………………………………………………………….…………....……… 2 2. Assessment and Psychology of Pain ………………………………………………………………………3 3. Treatment of Pain: Pharmacokinetics, pharmacodynamics, adverse effects, drug interactions, and indications/contraindications……………………………………………………………………..… ……….5 4. Treatment of Pain: Other Methods ……………………………………………..…………………………..6 5. Clinical States: Taxonomy ………………………………………………....………………………………..8 6. Tissue Pain ……………………………………………....………………………………………….………..8 7. Visceral Pain …………………………………………………………………………..…………………….11 8. Headache and Facial Pain ……………………………………………………………………...…………12 9. Nerve Damage ……………………………………………………………………………………….……. 12 10. Special Cases ……………………………………………………………………………………………….13 1 1. General 1. Anatomy and Physiology: Mechanisms of Nociceptive Transmission 1. Peripheral mechanisms 2. Central mechanisms: spinal and medullary dorsal horns 3. Central mechanisms: segmental and brain stem 4. Central mechanisms: thalamocortical 5. Other-General: Anatomy and physiology 2. Pharmacology of Pain Transmission and Modulation 1. Experimental models: limitations 2. Peripheral mechanisms of pain transmission and modulation 3. Synaptic transmission of pain in the dorsal horn 4. Central sensitization: mechanisms and implications for treatment of pain 5. Neurotransmitters