JUMP Bowl-Biomedical Sciences/Health-Study Guide
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Research Training in the Biomedical, Behavioral and Clinical Sciences
RESEARCH TRAINING IN THE BIOMEDICAL, BEHAVIORAL, AND CLINICAL RESEARCH SCIENCES Committee to Study the National Needs for Biomedical, Behavioral, and Clinical Research Personnel Board on Higher Education and Workforce Policy and Global Affairs THE NATIONAL ACADEMIES PRESS 500 Fifth Street, N.W. Washington, DC 20001 NOTICE: The project that is the subject of this report was approved by the Governing Board of the National Research Council, whose members are drawn from the councils of the National Academy of Sciences, the National Academy of Engineering, and the Institute of Medicine. The members of the committee responsible for the report were chosen for their special competences and with regard for appropriate balance. This project was supported by Contract/Grant No. DHHS-5294, Task Order #187 between the National Acad- emy of Science and the National Institutes of Health, Department of Health and Human Services. Any opinions, findings, conclusions, or recommendations expressed in this publication are those of the Committee to Study the National Needs for Biomedical, Behavioral, and Clinical Research Personnel and do not necessarily reflect the views of the organizations or agencies that provided support for the project. International Standard Book Number-13: 978-0-309-15965-4 (Book) International Standard Book Number-10: 0-309-15965-2 (Book) International Standard Book Number-13: 978-0-309-15966-1 (PDF) International Standard Book Number-10: 0-309-15966-0 (PDF) Library of Congress Control Number: 2011921184 Additional copies of this report are available from The National Academies Press, 500 Fifth Street, N.W., Lockbox 285, Washington, DC 20055; (800) 624-6242 or (202) 334-3313 (in the Washington metropolitan area); Internet, http://www.nap.edu. -
Biomedical Sciences: 80 Credits in Major Department of Biological Sciences: Phone 320-308-2039 Or [email protected] Biomedical Sciences Major Advisors Dr
B.S. Biomedical Sciences: 80 credits in Major Department of Biological Sciences: Phone 320-308-2039 or [email protected] Biomedical Sciences Major Advisors Dr. Marina Cetkovic 320-308-3490 [email protected] Dr. Ryan Fink 320-308-3047 [email protected] Dr. Oladele Gazal 320-308-3045 [email protected] Dr. Kristin Gulrud 320-308-3207 [email protected] Dr. JoAnn Meerschaert 320-308-2288 [email protected] Dr. Heiko Schoenfuss 320-308-3130 [email protected] Dr. Timothy Schuh 320-308-5433 [email protected] Dr. Maureen Tubbiola 320-308-4736 [email protected] F i rst S e m est er S ec o n d S e m es t er 1Biology 152 (4cr) or 151 (4cr) 1Biology 151 (4cr) or 152 (4cr) 2 Chemistry 210 (4cr) 2 Chemistry 211(4cr) 3Math 112 (3cr) 3 Statistics 239 (3cr) AND Biology 339 (1cr) Liberal Education (3cr) Liberal Education (3cr) Total semester credits=14 Total semester credits=15 Thir d S e m e s t e r F o ur t h S e m e s t e r Biology 262 (4cr) Biology 360 (4cr) Chemistry 310 (5cr) Chemistry 311 (4cr) Physics 231 (4cr) Physics 232 (4cr) Liberal Education or Biomedical Science Elective (3 or 4cr) Liberal Education or Biomedical Science Elective (6 or 7cr) Total semester credits=16 to 17 Total semester credits=14 to 15 F i fth S e m e s t e r S i xt h S em e st er Biology 362 (4cr) Biomedical Science Elective (3 or 4cr) Chemistry 480 (4cr) Biomedical Science Elective (3 or 4cr) 4Biomedical Science Elective (3 or 4cr) Biomedical Science Elective (3 or 4cr) Biomedical Science Elective -
MSBS in Medical Sciences College of Graduate Studies Health Science Campus University of Toledo
MSBS in Medical Sciences College of Graduate Studies Health Science Campus University of Toledo MSBS in Medical Sciences (MSBS-MS) is a one-year program designed to train students in foundational medical sciences. The 2017-2018 academic year represents a complete redesign of the former MSBS-MS program with renewed emphasis on the core-teachings of pathophysiology of disease. The program has been conceived with three primary objectives: 1. Provide clinically relevant, medical and graduate-level education to students who wish to boost their academic standing, towards a long-term goal of pursuing a career in medicine. 2. Create strong foundations for improved performance in any MD/DO-curriculum, and USMLE step 1 and step 2 exams. 3. Provide basic and clinical research opportunities to broaden student perspective and strengthen their overall portfolio. This advanced-foundational graduate program provides a unique opportunity for the graduate students to train along-side medical students (9 credits, multiple modules) and gain meaningful clinical and/or basic science research experience. The newly redesigned course also emphasizes an organ-systems based approach where clinical and graduate faculty train students in the pathophysiology of disease. This is a graduate-level course that incorporates materials taught to medical students during their first and second years, and provides foundational information for the MD curriculum. Also, pathophysiology of disease is a significant portion of the USMLE exams and its inclusion in our new MSBS-MS curriculum has the potential to increase our student-scores in step 1 and step 2. UT’s large basic and clinical-science faculty will guide students through their year-round assignment on clinical or basic research. -
Putting Biomedical Science on the Scientific Map: a Brief History of the Institute of Biomedical Science
SARAH HOLMAN PUTTING BIOMEDICAL SCIENCE ON THE SCIENTIFIC MAP: A BRIEF HISTORY OF THE INSTITUTE OF BIOMEDICAL SCIENCE The Journal of the International Federation of Clinical Chemistry and Laboratory Medicine HISTORY: PUTTING BIOMEDICAL SCIENCE ON THE SCIENTIFIC MAP: A BRIEF HISTORY OF THE INSTITUTE OF BIOMEDICAL SCIENCE The Institute of Biomedical Science (IBMS) is the largest professional body for scientists in pathology and laboratory medicine the United Kingdom. The IBMS currently represents over 20,000 members, the majority of whom are biomedical scientists. It has a strong presence in education provision and is an approved education provider for the Health Professions Council (HPC), a regulatory body for health professionals in the United Kingdom. The IBMS awards the Certificate of Competence, the gateway qualification to HPC registration and a career as a biomedical scientist, as well as providing a portfolio of professional training and educational qualifications covering all levels of professional practice that enable biomedical scientists to enhance their careers. Furthermore, the IBMS enjoys Licensed Member Body status conferred by the Science Council in the UK, enabling it to award Chartered Scientist (CSci) designation to appropriately qualified and experienced members. The IBMS is currently awaiting approval from the Science Council for the award of two further licences that will enable it to confer Registered Scientist and Registered Science Technician status to its eligible members. This will further enhance the Institute’s support of the development of the biomedical science workforce at all career levels. The IBMS is recognised by the Departments of Health in all four home countries of the United Kingdom as the professional body representing biomedical scientists, and has built strong relations and good communications with government and its agencies. -
STEM Disciplines
STEM Disciplines In order to be applicable to the many types of institutions that participate in the HERI Faculty Survey, this list is intentionally broad and comprehensive in its definition of STEM disciplines. It includes disciplines in the life sciences, physical sciences, engineering, mathematics, computer science, and the health sciences. Agriculture/Natural Resources Health Professions 0101 Agriculture and related sciences 1501 Alternative/complementary medicine/sys 0102 Natural resources and conservation 1503 Clinical/medical lab science/allied 0103 Agriculture/natural resources/related, other 1504 Dental support services/allied 1505 Dentistry Biological and Biomedical Sciences 1506 Health & medical administrative services 0501 Biochem/biophysics/molecular biology 1507 Allied health and medical assisting services 0502 Botany/plant biology 1508 Allied health diagnostic, intervention, 0503 Genetics treatment professions 0504 Microbiological sciences & immunology 1509 Medicine, including psychiatry 0505 Physiology, pathology & related sciences 1511 Nursing 0506 Zoology/animal biology 1512 Optometry 0507 Biological & biomedical sciences, other 1513 Osteopathic medicine/osteopathy 1514 Pharmacy/pharmaceutical sciences/admin Computer/Info Sciences/Support Tech 1515 Podiatric medicine/podiatry 0801 Computer/info tech administration/mgmt 1516 Public health 0802 Computer programming 1518 Veterinary medicine 0803 Computer science 1519 Health/related clinical services, other 0804 Computer software and media applications 0805 Computer systems -
BS in Biomedical Sciences and Pharmd
B.S./PHARM.D. BIOMEDICAL SCIENCES/DOCTOR OF PHARMACY This program intends for students to complete a B.S. in Biomedical Sciences (College of Arts and Sciences) and a Doctor of Pharmacy (USF Health College of Pharmacy) over the span of seven (7) years. Students completing this program will be well trained to perform as skilled intermediaries to effectively communicate with patients, their health providers, insurance companies, and pharmaceutical companies. Completion of this program requires students to complete the first year (36 credits) of the Pharm.D. during their senior year of their B.S. in Biomedical Sciences. This accelerated program shares 13 credits between already existing degrees/concentrations: • B.S. in Biomedical Sciences • Pharm.D. in Pharmacy Target Students and Expected Outcomes The accelerated Bachelor’s to Pharm.D. program is a collaborative effort between the College of Arts and Sciences, the Honors College, and USF Health’s College of Pharmacy (USF COP). This program is an attractive and viable career path for students in the Department of Chemistry’s degree program that results in professional training in pharmacy. Students who complete this program receive the necessary training to become advanced pharmacist clinicians that will collaborate with other health professionals. Description and Requirements For admission to the program a student must: • be admitted to the Honors College as a first year student (at least a 1300 CR+M SAT or 29 ACT and 3.8 H.S. GPA as calculated by USF); • hold US citizenship or permanent resident status. UNDERGRADUATE DEGREE REQUIREMENTS FOR THE B.S. IN BIOMEDICAL SCIENCES (BMS) All BMS students will complete FLENT and Summer Enrollment requirements as well as graduation requirements listed in the catalog. -
BPS White Paper
BOARD OF PHARMACY SPECIALTIES WHITE PAPER Five‐Year Vision for Pharmacy Specialties Approved by the BPS Board of Directors on January 12, 2013 © Copyright 2013, Board of Pharmacy Specialties Introduction The Joint Commission of Pharmacy Practitioners’ (JCPP) Future Vision of Pharmacy Practice 2015 states, “Pharmacists will be the healthcare professionals responsible for providing patient care that ensures optimal medication therapy outcomes.” i As the scope of pharmacy practice evolves to meet the complex medication‐related needs of patients, board certification is critical to assure stakeholders of the level of knowledge and skills of pharmacists who provide direct patient care. The Board of Pharmacy Specialties (BPS) acknowledges the support and collaboration of many national pharmacy organizations in this pursuit and assumes the responsibility for recognition of pharmacy specialization through board certification.ii,iii, iv In assuming this responsibility, BPS also acknowledges the pharmacist’s role in direct patient care as it continues to evolve against a backdrop of many unknowns such as changing health care delivery systems and payment models in which the role of government and the private sector are in a state of flux. Whatever changes come to fruition in the delivery of health care, BPS must move forward in a flexible manner that meets its mission to improve patient care by promoting the recognition and value of specialized training, knowledge, and skills in pharmacy and specialty board certification of pharmacists. v This white paper adds focus and clarity to how BPS will approach the board certification of pharmacist specialists over the next five years. This timeline is critical as the goal will be to create a scalable foundation on which to build future board certification activities for pharmacists. -
PHYSICIAN-SCIENTIST [MD/PHD] Who Better to Study Disease Than Those Who Know It Intimately? WHAT IS a PHYSICIAN SCIENTIST?
PHYSICIAN-SCIENTIST [MD/PHD] Who better to study disease than those who know it intimately? WHAT IS A PHYSICIAN SCIENTIST? A physician scientist is a unique clinician who is part of a small cadre of physicians who usually work in academic health science centers and have a high impact on health care through discovery, translational and clinical research, and clinical practice. A physician scientist in Pathology and Laboratory Medicine is a laboratory physician who is trained in both scientific biomedical investigation and in pathology and/or laboratory medicine, often with clinical subspecialty training. On one hand, the physician scientist brings the rigors of scientific investigation into the patient care arena and on the other, the physician scientist’s contact with disease brings clinically relevant questions into the research arena to drive investigations into pathogenesis, prevention, diagnosis, prognosis, and treatment of disease. asip.org/CareerPath/ MEET ADEL MAHMOUD, MD, PHD P HYSICIAN . SCIENTIST. PROFESSOR . MENTOR . Princeton University Lecturer with rank of Professor in Molecular Biology and Public Policy, Woodrow Wilson School MD from the University of Cairo in 1963 PhD from the University of London, School of Hygiene and Tropical Medicine in 1971 Elected to membership of the American Society for Clinical Investigation in 1978, the Association of American Physicians in 1980 and the Institute of Medicine of the National Academy of Sciences in 1987. Received the Bailey K. Ashford Award of the A merican Society of Tropical Medicine and Hygiene in 1983, and the Squibb Award of the Infectious Diseases Society of America in 1984 . F e l l o w of the American College of Physicians and a member of the Expert Advisory Panel on Parasitic Diseases of the World Health Organization. -
Under-Represented Students in Health Care Health Professional Schools Seek Students from Racial/Ethnic Groups That Are Currently Under- Represented in the Profession
Dec. 29 2016 Under-represented Students in Health Care Health professional schools seek students from racial/ethnic groups that are currently under- represented in the profession. Minority groups considered to have inadequate representation in the health care profession include: African Americans, American Indians, Mexican Americans, Mainland Puerto Ricans, individuals from low-income families, and first generation college students. Many professional schools offer programs to encourage and prepare minority students for study in health care. To be considered for special admissions and enrichment programs, a student should indicate minority status on their application. Socioeconomically or financially disadvantaged advisees may receive tuition assistance for exam preparation courses. Advisees must also request fee reduction or assistance from application service administrators. SUMMER PROGRAMS SELECT PRE-MEDICAL/HEALTH PROGRAMS Summer Health Professions Education Program (SHPEP) http://www.shpep.org/ Columbia University Medical Center Howard University Louisiana State University Health Science Center – New Orleans Rutgers, the State University of New Jersey University of Alabama at Birmingham University of California Los Angeles and Charles R. Drew University University of Florida University of Iowa University of Louisville University of Nebraska University of Texas Health Science Center at Houston Western University of Health Sciences Caltech Pasadena - WAVE Fellowships http://sfp.caltech.edu/programs/wavefellows Caltech’s WAVE Fellows program provides support for talented undergraduates to spend a summer working in a research laboratory on the Caltech campus. The WAVE Fellows program aims to increase the representation of underrepresented students (such as African American, Hispanic, and Native American, females who are underrepresented in their discipline, and first-generation college students) in science and engineering Ph.D. -
Educational Goals & Objectives the Ambulatory Medicine Rotation Will
Educational Goals & Objectives The Ambulatory Medicine rotation will provide the resident with an opportunity to become skilled in the prevention, evaluation and management of acute and chronic medical conditions commonly seen in the outpatient setting. Residents will rotate through their Ambulatory Clinic, spending increasing amounts of time throughout their 3 years in the program. They will grow their own patient panel, with patients ranging from newborns through geriatrics. The focus will be on the doctor-patient relationship, continuity of care, and the effective delivery of primary care. Residents will gain exposure to a broad spectrum of medical conditions, ranging from core internal medicine issues to conditions requiring knowledge of allergy and immunology, nutrition, obstetrics and gynecology, ophthalmology, orthopedics, otolaryngology, preventative medicine, and psychiatry as they pertain to the general care of their outpatients in the community. This exposure will complement directed subspecialty-based experiences on other rotations. They will also learn about billing and coding, insurance coverage, Patient Centered Medical Home, and other concepts pertinent to systems-based practice in the outpatient setting. Faculty will facilitate learning in the 6 core competencies as follows: Patient Care and Procedural Skills I. All residents must be able to provide compassionate, culturally-sensitive care for their clinic patients. R2s should seek directed and appropriate specialty consultation when necessary to further patient care. R3s should be able to coordinate input from multiple consultants and manage conflicting recommendations. II. All residents will demonstrate the ability to take a complete medical history and incorporate information from the electronic medical record. R1s should be able to differentiate between stable and unstable symptoms and elicit risk factors for the development of chronic disease. -
Ambulatory and Primary Care What Is Ambulatory Care?
© Ambulatory and Primary Care 1 © Presentation Objectives o Define ambulatory care o Define primary care o Explain subsets of ambulatory care o Explain ambulatory care and accreditation o Challenges and future of ambulatory care 2 © What is Ambulatory Care? oDefine ambulatory care oDefine primary care oExplain subsets of ambulatory care oExplain ambulatory care and accreditation oChallenges and future of ambulatory care 3 1 © What is Ambulatory care? • Personal health care provided to individuals who are not occupying a bed in a health care institution or in a health facility. • Ambulatory care vs. primary care • Follow-up care following inpatient episodes • A contemporaneous shift to ambulatory care 4 © Where is Ambulatory Care Service Provided? In a variety of settings, including: Freestanding provider offices Hospital-based clinics School-based clinics Public health clinics Community health centers 5 © Ambulatory Care Visits Number of Ambulatory Care Visits 7.5 7.5 8 7 6 393.9 5 3.1 4 2.1 3 1.5 2 1 0 15‐24 25‐44 75+ Male Female 6 Source: Health United States 2000 (1998 data) 2 © Physician Office Visit (National Center for Health Statistics. 2006) 7 © Physician Office Visit (National Center for Health Statistics. 2006) 8 © Physician Office Visit Data‐1: (National Center for Health Statistics. 2006) Trend of Office Visit by Type of illness and Season 9 3 © Ambulatory Care Visits: Physician‐visits by Race Number of Ambulatory Visits by Race 90 80 70 60 50 40 30 20 10 0 ER Hospital Outpatient Physician's Office Black White Other 10 © Annual rate of visits to office‐based physicians by patient race and ethnicity 11 (National Center for Health Statistics. -
Introduction to a Career As a Biomedical Scientist
1 Introduction to a career as a biomedical scientist 1.1 What is a biomedical scientist? Biomedical scientists are scientifically qualified, registered practitioners who work in clinical pathology departments. They play a vital role in patient care, by carrying out diagnostic tests on samples such as blood, tissue and urine. As healthcare professionals, biomedical scientists work with a range of staff in hospitals and in primary care, to provide clinical laboratory services. About 70% of clinical diagnoses rely on pathology test results. This means that the laboratory work must be performed to the highest possible standards, that the correct specimen type from the right patient must be tested and that the results must be available, to the staff treating the patient, in good time. Pathology test results are used to: • Diagnose illnesses. For example, a person with symptoms of tiredness and dizziness might be suffering from iron deficiency anaemia, which could be confirmed by a blood test for haemoglobin concentration. • Monitor conditions. For example, blood HbA1c levels are regularly mon- itored in diabetic patients to check that their blood sugar levels are well controlled. • Screen for diseases in people who are at risk of having the condition, but do not appear to be ill, such as the test for Chlamydia infection. The laboratory testing is performed or supervised by registered biomedical sci- entists (FigureCOPYRIGHTED 1.1), so although they do not have MATERIAL as much direct contact with patients as doctors and nurses, their contribution is vital. If there were not enough nurses available in a particular hospital, individual wards might have to be closed, whereas with insufficient biomedical scientists to run the pathol- ogy service, the work of the whole hospital would be compromised.