GME Specialty & Sub-Specialty List
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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 -
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. -
Pediatric Clerkship Manual Se Campus-Fargo
PEDIATRIC CLERKSHIP MANUAL SE CAMPUS-FARGO 1 | P a g e Table of Contents Curriculum and Objectives 3 Introduction-Inpatient, Outpatient, Subsp. Clinic, NNN, CTC 4 Pediatric Clerkship Requirements 9 Inpatient H&P Outline 10 Inpatient Progress Note Outline 17 Outpatient Write-Up Outline 19 Oral Case Primer 21 Oral Case Template 33 Professor Rounds – OPCRS Rating For m 35 Midclerkship Feedback 39 Aquifer Pediatrics/Radiology (CLIPP/CORE) Cases 40 Pediatric Grand Rounds 40 Grading Policy and Honors Designation Guidelines 42 2 | P a g e PEDIATRIC CLERKSHIP UND SCHOOL OF MEDICINE AND HEALTH SCIENCES SOUTHEAST CAMPUS – FARGO Welcome to the 3rd year Pediatric Clerkship where “The care of children is the finest privilege!” We hope that your eight-week experience in Pediatrics will provide you with a broad and exciting introduction to the care of infants, children, and adolescents. While rotating through Pediatrics, you will have the opportunity to work as part of a team comprised of community attending physicians, nurses, and paramedical personnel. Our commitment to you: The faculty of the Southeast Campus is composed of volunteer faculty pediatricians under the leadership of Dr. Chris DeCock, pediatric clerkship director. You will be provided prompt feedback to ensure you to optimize your learning experience on Pediatrics. We expect that as third year medical students you come to the Pediatric Clerkship prepared to give 100% to each patient encounter. We also expect you will conduct yourself in a professional manner. If you have any concerns or problems during your rotation feel free to contact Dr. Chris DeCock, pediatric clerkship director or Kathy Kraft, clerkship coordinator. -
Clinical Pharmacists' Role in Paediatric Patients' Medical Care
International Journal of Contemporary Pediatrics Balakrishnan RP et al. Int J Contemp Pediatr. 2020 Dec;7(12):2416-2420 http://www.ijpediatrics.com pISSN 2349-3283 | eISSN 2349-3291 DOI: https://dx.doi.org/10.18203/2349-3291.ijcp20205110 Review Article Clinical pharmacists’ role in paediatric patients’ medical care Raveena Pachal Balakrishnan1*, Rajganesh Ravichandran1, Jaya Shree Dillibatcha1, Abrana Lakshmi Ravi1, Nikhil Cherian Sam1, Ramya Nuthalapati2 1Department of Pharmacy Practice, C. L. Baid Metha college of Pharmacy, The Tamil Nadu Dr. M. G. R. Medical University, Chennai, Tamil Nadu, India 2Clinical Pharmacist, Gleneagles Global Health City, Perumbakkam, Chennai Tamil Nadu, India Received: 11 October 2020 Accepted: 13 November 2020 *Correspondence: Dr, Raveena Pachal Balakrishnan, E-mail: [email protected] Copyright: © the author(s), publisher and licensee Medip Academy. This is an open-access article distributed under the terms of the Creative Commons Attribution Non-Commercial License, which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited. ABSTRACT Clinical pharmacists give valuable administrations to adult patients, however, their advantages for pediatric and neonatal patients are less characterized. Many studies state that medication errors in children are more common than in adults with a greater risk of death.Clinical Pharmacists are accepted as the primary source for providing evidence-based information and advice, to ensure the delivery of correct, safest, and most effective medication to patients. This paper presents a review of the role of clinical pharmacists in the pediatric unit and emphasis the importance of clinical pharmacists for all patients, especially in the pediatric age group. -
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. -
Pediatrics Community About the Residency Recruitment Process May 19, 2021
APPD/COMSEP/AMSPDC/FuturePedsRes/NextGenPediatricians Letter to Our Pediatrics Community About the Residency Recruitment Process May 19, 2021 The leadership of APPD, COMSEP, AMSPDC, FuturePedsRes, and NextGenPediatricians have been working collaboratively with Undergraduate Medical Education (UME) and Graduate Medical Education (GME) leaders and learners to optimize the recruitment process for applicants and programs. Through this process, we have sought substantial input from applicants, program leaders, chairs, and the greater community including other subspecialties. In addition, we have reviewed and appreciate the recommendations from the Coalition for Physician Accountability. Our primary goal is to optimize the recruitment process for both learners and programs by: (1) Helping learners find programs that match their career goals while providing an atmosphere conducive to their learning styles. (2) Creating a fair and equitable application process for both learners and programs. This past interview season has opened our eyes to ways of improving equity in our processes. In addition, there continues to be uncertainty due to the COVID‐19 pandemic, with some regions still experiencing surges and travel restrictions. Given that many are most focused on the types of interviews we will be doing this coming year, we present that recommendation up front, and then go into the additional recommendations below. Following many conversations and surveys with each of our organizations, we strongly recommend only offering virtual interviews for the 2021‐2022 recruitment cycle for several reasons: (1) Effective assessment: The majority of applicants and programs highlighted that they thought the assessment of applicants was sufficient using virtual interviews in the 2020‐ 2021 cycle. (2) Equity: Virtual interviews are more equitable for applicants and programs, both in terms of cost savings and in terms of any remaining restrictions from the COVID‐19 pandemic. -
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. -
Former General Pediatrics Fellows
Former General Pediatrics Fellows Alumni, 2007–2017 2007 Name: Copeland-Linder, Nikeea Prior Training: PhD (Psychology), University of Michigan Years In Program: 2005-2007 Mentors: Tina Cheng, Nick Lalongo Research Area: Youth violence prevention, child stress and mental health Current Position: Child psychologist, Ellicott City 2008 Name: Garg, Arvin Prior Training: MD: Boston University School of Medicine; MPH: Boston University School of Public Health; Pediatric Residency: Univ. of Connecticut School of Medicine Years In Program: 2004-2008 Mentors: Janet Serwint, Arlene Butz Research Area: Addressing social determinants of health within pediatric primary care Associate Professor, Boston University School of Medicine; Associate Director Current Position: of Medical Student Education for Pediatrics Name: Kuo, Dennis Prior Training: MD: University of Pennsylvania; Pediatric Residency, University of North Years In Program: Carolina Degrees Earned: 2005-2008 Mentors: MHS, Johns Hopkins University Bloomberg School of Public Health Research Area: Cynthia Minkovitz Current Position: Associate Professor and Chief, General Pediatrics, University at Buffalo, and Medical Director of Primary Care Services at Women & Children‘s Hospital of Buffalo 2009 Name: Dodge, Rachel Prior Training: MD: University of Maryland; Pediatric Residency: Rainbow Babies and Children’s Hospital, Cleveland, OH Years In Program: 2005-2009 Degrees Earned: MPH: Johns Hopkins University Bloomberg School of Public Health Mentors: Anne Duggan, Tina Cheng, Tracy King, Megan Bair-Merritt Research Area: Primary care based interventions to promote positive parenting Current Position: Pediatrician, Dundalk Pediatric Association (Johns Hopkins Medicine) Name: Murray, Kantahyaneee Prior Training: PhD (Public Health): University of Maryland Years In Program: 2007-9 Mentors: Tina Cheng, Megan Bair-Merritt Research Area: Role of primary care in youth violence prevention Current Position: Senior Research Associate, Annie E. -
A Pediatric Role in Enhancing Development in Young Children
CLINICAL REPORT Guidance for the Clinician in Rendering Pediatric Care The Power of Play: A Pediatric Michael Yogman, MD, FAAP,a Andrew Garner, MD, PhD, FAAP, b Jeffrey Hutchinson, MD, FAAP, c RoleKathy Hirsh-Pasek, in PhD, Enhancing d Roberta Michnick Golinkoff, PhD, Development e COMMITTEE ON PSYCHOSOCIAL inASPECTS Young OF CHILD AND FAMILY Children HEALTH, COUNCIL ON COMMUNICATIONS AND MEDIA Children need to develop a variety of skill sets to optimize their development abstract and manage toxic stress. Research demonstrates that developmentally appropriate play with parents and peers is a singular opportunity to promote the social-emotional, cognitive, language, and self-regulation skills that build executive function and a prosocial brain. Furthermore, play aDepartment of Pediatrics, Harvard Medical School, Harvard University and Mount Auburn Hospital, Cambridge, Massachusetts; bDepartment supports the formation of the safe, stable, and nurturing relationships with of Pediatrics, School of Medicine, Case Western Reserve University and University Hospitals Medical Practices, Cleveland, Ohio; cDepartment all caregivers that children need to thrive. of Pediatrics, F. Edward Hebert School of Medicine, Uniformed Services University, Bethesda, Maryland; dDepartment of Psychology, Brookings Play is not frivolous: it enhances brain structure and function and promotes Institution and Temple University, Philadelphia, Pennsylvania; and executive function (ie, the process of learning, rather than the content), eSchool of Education, University -
36 Dept .Of Pediatrics, "Obstetrics and Phillpps -University ,355 Marburg/L. ,FRG &I. KIM C M (9) 11
T.M.Strom*, J. Weil*, A. Timnic*, D. Knorr, C.G.D.Brook F..A.~ivese~': F. Bidlingmaier 38 The Middlesex Hospit~l,Mortimer Street, London W1. Depart. of Paediatrics, University of Munich and CROW'LII AND CROWD1 IIOIIMONE (CII) TRMTMENT FOI.I.OIIING IUUlOTIICIL$PY 35 Institute of Clinical Biochemistry, University of Bonn OF BRAIN TUEIOURS. FRGl EIND~NCSITES FOR ATRIAL NATRlURETlC PEPTIDE Of a cohort of 132 children .,live and well following treatment of brain (ANP) ON PLATELETS IN PATIENTS WITH HIGH tumours renlote from the hypothalasus or pituitaly with radrotherapy, 96% tiad PLASMA ANP LEVELS. evidence of GI1 abnornwlity. 32 had campleLctl their Growth. 14 who had received craniospinal irradiation, had final height SDS -2.03 (range, -3.7 to +O.O9), In our first study we found binding sites for ANP on human sitting height (SH) SbS -3.22 and subischinl leg letlgtl; (SILL) SDS -0.61. 18 platelets. Binding studies on these easily accessible cells could treated with cranial irradiation aloac liad final height SDS -0.93 (range, -7.6 be a useful model to investigate receptor-status in patients with to +2.07), SH SUS -1.24 and ST1.L SDS -0.53. llius the crfect of spin.il elevated ANP plasma levels. We reported high ANP levels in irradiation on final height was considerable. neonates and in patients with heartfailure. Therefore we studied 40 children were treated with GH for periods of 1-4 years. 32 had the number of binding sites on platelets in venous umbilical blood received craniospinal irradiation and 8 cranial irradiation alone. -
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.