DOCSLIB.ORG

AMEE 2007 Abstract Book

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

2007 Trondheim, Norway 25-29 August 2007 ABSTRACTS Association for Medical Education in Europe (AMEE) Tay Park House, 484 Perth Road, Dundee DD2 1LR, Scotland, UK Tel: +44 (0)1382 381953 Fax: +44 (0)1382 381987 Email: [email protected] http://www.amee.org with the endorsement of: TRONDHEIM KOMMUNE Contents Session 1 1A Plenary Learning by doing .. .. .. .. .. 1 Session 2 2A Symposium ‘Playing the game’: structured educational experiences .. .. .. 3 2B Symposium Deliberate practice in medical education .. .. .. .. 3 2C Short Communications e-Learning resources .. .. .. .. .. 3 2D Short Communications Teaching and learning evidence-based medicine .. .. .. 4 2E Short Communications Curriculum: The education environment .. .. .. .. 6 2F Short Communications Assessment: Standard setting .. .. .. .. 7 2G Short Communications Assessment: The fi nal exam .. .. .. .. .. 8 2H Workshop Use of Generalizability Theory in designing and analyzing performance-based tests 9 2I Workshop Developing and evaluating item-based assessment tools: applying new concepts in validity to medical education .. .. 9 2J Workshop How can workplace teaching and learning be illuminated by contemporary sociocultural theory? .. .. .. .. 9 CONTENTS 2K Workshop A practical introduction to assessing the CanMEDS competencies .. .. 10 2L Workshop The student in diffi culty .. .. .. .. .. 10 2M Posters Admissions/Selection .. .. .. .. .. 10 2N Posters Communication skills and clinical teaching .. .. .. 13 2O Posters Simulation and new learning technologies .. .. .. 16 2P Posters What is a good teacher? / Medical education .. .. .. 20 2Q Workshop The Innocent Murmur: methods of eff ective instruction and assessment .. 23 2R Good Ideas in Medical Education (GIME) 1 The Curriculum .. .. .. .. .. .. 23 – i – Session 3 3A Symposium Patient focused simulation .. .. .. .. .. 25 3B Symposium Best Evidence Medical Education (BEME) .. .. .. .. 25 3C Symposium Comprehensive teaching, implementation and practice of evidence-based medicine 25 3D Short Communications e-PBL and collaborative learning .. .. .. .. 25 3E Short Communications The curriculum: Rurally-based education .. .. .. .. 27 3F Short Communications The curriculum: PBL 1 .. .. .. .. .. 28 3G Short Communications Assessment: The OSCE 1 .. .. .. .. .. 30 3H Short Communications The curriculum 1 .. .. .. .. .. 31 3I Workshop What are our written assessments really assessing? A UMAP perspective on item quality assurance .. .. .. 33 3J Workshop Third year medical student curriculum: teaching and assessing team communication through simulation training .. .. .. 33 3K Workshop The complexity of leadership and management in medical education: theory and practice .. .. .. .. .. 33 3M Posters Training/evaluation of teachers .. .. .. .. 34 3N Posters Team-based teaching and learning .. .. .. .. 37 3O Posters e-Learning .. .. .. .. .. .. 40 3P Posters Curriculum evaluation .. .. .. .. .. 43 3S Short Communications Use of portfolios in undergraduate medical education .. .. .. 47 3T Short Communications Clinical teaching and learning 1 .. .. .. .. 49 3U Short Communications Postgraduate Training – the Foundation Year .. .. .. 51 3V Short Communications International Medical Education: International Medical Graduates .. .. 52 3W Short Communications Outcome-based Education 1 .. .. .. .. .. 54 3X Short Communications Assessment – The Examiner’s Toolkit .. .. .. .. 55 3Y Short Communications The medical student .. .. .. .. .. 57 3Z Workshop Leadership in medicine: What is it and how can it be developed? .. .. 58 – ii – Session 3 (continued) 3AA Workshop Teaching medical students how to work with an interpreter .. .. 59 3BB Workshop E-learning in the medical curriculum - strategies and methods .. .. 59 3DD Workshop Preparing students to become clinical educators .. .. .. 59 3EE Workshop Teaching medical communication skills with DiViDU: creating a digital video dossier for refl ection and feedback .. .. .. .. .. 60 Session 4 4A Symposium AMEE updates .. .. .. .. .. .. 61 4B Symposium State of implementation of the Bologna two-cycle format in European medical education 61 4C Symposium So, what can qualitative approaches do for me (or my research)? .. .. 61 4D Short Communications e-Learning – capturing lectures, podcasts, wikis and VLEs .. .. 62 4E Short Communications The curriculum – community-based medical education .. .. .. 63 4F Short Communications The curriculum: PBL 2 .. .. .. .. .. 65 4G Short Communications Assessment: The OSCE 2 .. .. .. .. .. 66 4H Short Communications The curriculum 2 .. .. .. .. .. 67 4I AMEE Fringe 1 .. .. .. .. .. .. 69 4J Workshop CONTENTS Assessing the written communication skills of physicians .. .. 70 4K Workshop BEME Review Methodology − a round table discussion .. .. .. 70 4L Workshop Un atelier francophone: La simulation - construire une communauté francophone de ressources - bilan de l’approche systématique à l’Université de Montréal .. 70 A workshop conducted in French: Simulation - building a French-speaking community of teachers who want to design learning and teaching materials. A systematic approach at the University of Montreal 4M Posters Clinical reasoning, refl ection and critical thinking .. .. .. 71 4N Posters Approaches to teaching and learning .. .. .. .. 74 4O Posters The student and Peer Assisted Learning .. .. .. .. 77 4P Posters CME/Leadership .. .. .. .. .. 82 4S Short Communications Use of portfolios in postgraduate medical education .. .. .. 85 4T Short Communications Clinical teaching and learning 2 .. .. .. .. 86 – iii – Session 4 (continued) 4U Short Communications The postgraduate trainee .. .. .. .. .. 88 4V Short Communications International Medical Education – diff erent perspectives .. .. 90 4W Short Communications Outcome-based education 2 .. .. .. .. .. 91 4X Short Communications The good teacher .. .. .. .. .. 93 4Y Short Communications The student in diffi culty .. .. .. .. .. 94 4Z Workshop Teaching and assessing clinical competence in non-hospital settings .. .. 96 4AA Workshop How do I tell them that? Providing feedback about professionalism .. .. 96 4BB Workshop How to plan and conduct an institutional self-evaluation study .. .. 96 4CC Workshop Actively engaging students in quality improvement .. .. .. 97 4DD Workshop Developing high-quality multiple-choice items to assess application of knowledge using patient vignettes .. .. .. .. 97 4EE Workshop Assessment challenges: using Simulated Patients in the holistic testing of consulting ability in high-stakes examinations .. .. .. 97 4FF Workshop Teaching clinical competences – skills training (“skillsdrill”) and simulation (refl ection) 97 Session 5 5 Plenary The basic sciences and medical education .. .. .. .. 99 Session 6 6A Symposium e-Learning v e-Teaching: autonomy or control? .. .. .. 101 6B Symposium The basic medical sciences: role of basic science in the revised medical curriculum 101 6C Symposium Implementation of competency-based postgraduate curricula .. .. 101 6D Short Communications Clinical reasoning .. .. .. .. .. 101 6E Short Communications Teaching and learning styles .. .. .. .. .. 103 6F Short Communications Multiprofessional education .. .. .. .. .. 104 6G Short Communications Assessment of clinical competence .. .. .. .. 106 6H Workshop Creating an interprofessional faculty to develop communication skills .. 107 6I Workshop Bachelor and Masters of Medicine in Europe .. .. .. 107 – iv – Session 6 (continued) 6J Workshop The study of thinking by collecting and analyzing “Think Aloud” protocols and retrospective verbal reports .. .. .. .. 108 6K Workshop International medical education opportunities: cross cultural exchanges .. 108 6L Workshop Taking off the blinkers − integrating humanities and liberal arts into the core of medical curricula .. .. .. .. .. 108 6M Posters The student and the student in diffi culty .. .. .. .. 109 6N Posters Clinical teaching – contexts and approaches .. .. .. 113 6O Posters Written assessment/Portfolios .. .. .. .. 117 6P Posters Curriculum development and change .. .. .. .. 120 6R Good Ideas in Medical Education (GIME) 2 Teaching, learning and assessment .. .. .. .. 124 Session 7 7A Symposium Why and when portfolios (do not) work in medical education .. .. 127 7B Symposium Globalisation of CME/CPD .. .. .. .. .. 127 7C Symposium Use of new technology to enhance learning of the foundational sciences in medical education .. .. .. .. .. 127 7D Short Communications e-Learning implementation 1 .. .. .. .. 127 7E Short Communications CONTENTS Curriculum evaluation 1 .. .. .. .. .. 129 7F Short Communications e-Learning: blended learning .. .. .. .. .. 130 7G Short Communications Management and leadership .. .. .. .. .. 132 7H Short Communications Professionalism 1 .. .. .. .. .. 133 7I Workshop Is medical education a medical speciality? .. .. .. .. 134 7J Workshop Using learning outcome frameworks in practice; experience from the “Scottish Doctor Project” .. .. .. 135 7K Workshop Young medical educators’ workshop: Fostering your career in medical education .. 135 7L Workshop Using the OSCE to assess CanMEDS competencies .. .. .. 135 7M Posters Assessment: Feedback and Self-assessment ... .. .. 136 7N Posters Curriculum: Community-based education/Education environment .. .. 139 – v – Session 7 (continued) 7O Posters Important topics in the curriculum 1 .. .. .. .. 142 7P Posters The integrated curriculum .. .. .. .. .. 145 7S Short Communications Postgraduate specialist training .. .. .. .. 149 7T Short Communications Teaching and learning simulation .. .. .
Recommended publications
  • Brunei International Medical Journal

    Brunei International Medical Journal

    Brunei International Medical Journal OFFICIAL PUBLICATION OF THE MINISTRY OF HEALTH AND UNIVERSITI BRUNEI DARUSSALAM Volume 17 27 April 2021 (15 Ramadhan 1442H ) EVOLUTION OF UNDERGRADUATE MEDICAL EDUCATION IN BRUNEI DARUSSALAM. Divya Thirumalai RAJAM1, Fazean Irdayati IDRIS1, Nurolaini KIFLI1, Khadizah H. ABDUL- MUMIN1,2, Glenn HARDAKER3. 1PAPRSB Institute of Health Sciences, Universiti Brunei Darussalam, Jalan Tungku Link, BE1410, Brunei Darussalam. 2School of Nursing and Midwifery, La Trobe University, Bundoora, VIC 3086, Australia. 3Centre for Lifelong Learning, Universiti Brunei Darussalam, Jalan Tungku Link, BE1410, Brunei Darussalam. BACKGROUND The establishment of a localised medical programme will increase the number of future doctors for the country. Additionally, this will improve the quality of education, through locally trained doctors, leading to better health care for the population. Our article reports the developmental transitions of medical education in Brunei Darussalam, which are derived from our experiences as curriculum developers and observers. This is supported by internal university documented resources such as: reports, historical perspectives from lo- cal journals and university documents. The aim of this article is to highlight the insights of medical educa- tion and its developments in Brunei Darussalam. Medical education in Brunei began with overseas training of students who typically completed their higher secondary school education in the United Kingdom. This followed by a twinning programme, and later an articulated programme with partner medical schools (PMS) across the United Kingdom, Republic of Ireland, Australia, Canada and Hong Kong. The aim being to develop a ‘full-fledged’ medical programme in the near future. There have been further milestones achieved in the preparation of medical education, which will be reported in this article.
  • Curriculum Vitae

    Curriculum Vitae

    1 University of Calgary Cumming School of Medicine CURRICULUM VITAE I: BIOGRAPHICAL DATA Dr. Aliya Kassam Room G028 Office of Postgraduate Medical Education 3330 Hospital Drive NW Calgary, Alberta Canada T2N 4N1 Phone: E-mail: [email protected] 403 210 7526 [email protected] II: ACADEMIC RECORD • Masters of Science (Biomedical Ethics) The University of Calgary (in progress since September 2016) • Doctorate of Philosophy (Health Service and Population Research) Institute of Psychiatry, King’s College London, 2010 • Masters of Science (Epidemiology) The University of Calgary, Alberta, 2005 • Bachelors of Science (Psychology) with First Class Honors The University of Calgary, Alberta, 2002 III: PROFESSIONAL AND TEACHING POSITIONS • Assistant Professor, Department of Community Health Sciences, University of Calgary (2011- Present) • Research Lead, Office of Postgraduate Medical Education (2011-Present) • Workshop Facilitator, Office of Postgraduate Medical Education (2011-Present) IV: EDUCATIONAL ACTIVITIES Graduate Courses • MDCH 621: Research Methods and Statistics in Medical Education (Fall 2015) 39 Hrs, 5 students (Instructor) • MDCH 626: Meta-Analysis and Systematic Reviews in Medical Education 2 (Winter 2014) 39 Hrs, 3 students (Instructor) • MDSC 755.34: Meta-Analysis and Systematic Reviews in Medical Education (Winter 2012) 39 Hrs, 6 students (Co-Instructor) Office of Health and Medical Education Scholarship & Medical Education Specialization Committee – Journal Club • Select articles and facilitate a 1hr journal club one
  • 21. 3. Mai 1983: Fraktionssitzung

    21. 3. Mai 1983: Fraktionssitzung

    DIE GRÜNEN – 10. WP Fraktionssitzung: 3.5.1983 21. 3. Mai 1983: Fraktionssitzung AGG, B.II.1, 5317, 5318, 5321. »Protokoll der Fraktionssitzung vom 03. Mai 1983. Beginn der Sitzung um 09.00 Uhr«. Anwesend: Abgeordnete: Bard, Gert Bastian, Beck-Oberdorf, Burgmann, Drabiniok, Ehmke, Joschka Fischer, Gott- wald, Hecker, Hickel, Hoss, Jannsen, Kelly, Kleinert, Nickels, Potthast, Reents, Sauermilch, Schily, Dirk Schneider, Schoppe, Schwenninger, Stratmann, Verheyen, Vogt, Vollmer. Nachrückerinnen und Nachrücker: Arkenstette, Borgmann, Bueb, Daniels, Dann, Hönes, Horácˇek, Nor- bert Mann, Jo Müller, Rusche, Schierholz, Stefan Schulte, Senfft, Suhr, Tatge, Tischer, Axel Vogel, Marita Wagner, Gerd P. Werner, Helmut Werner, Zeitler. Landesvertreter ohne Mandat: Für das Bundesland Bremen von Gleich, für das Saarland Kunz. Protokoll: [Alleritz.] Tagesordnung: TOP 1: Kenntnisnahmen; Tagesordnung für die 4., 5. und 6. Sitzung des Deutschen Bundes- tages – Anlage – TOP 2: Gremienbesetzung – Anlage – TOP 3: Besetzung der Kommissionen des Ältestenrates – Anlage – TOP 4: Bericht über den Stand der Debattenvorbereitung TOP 5: Verschiedenes – nächste BHA-Sitzung, – Allgemeines zur Information. – Besuch Startbahn West am 07. Mai 82, 12.00 Uhr Hbf. Frankfurt, – Projekt »Zukunftswerkstatt« (Stand der Diskussion), – Nachrücker und soziale Bewegungen, – Fraktionsorganisation. TOP 1 wurde zur Kenntnis genommen. TOP 2 Otto Schily verliest Auszüge der Anlage zu TOP 2 (Gremienbesetzung)1 und bittet um Namens- vorschläge. 1 Die Anlage (vgl. AGG, B.II.1, 3060) enthält eine Übersicht des Allgemeinen Parlamentsdienstes vom 23. März 1983 zu »Gremien, denen Mitglieder angehören, die vom Bundestag bestimmt werden«, mit den jeweiligen gesetzlichen Grundlagen und Besetzungsmodalitäten, den auf die einzelnen Fraktionen in der 9. Wahlperiode entfallenen Sitzen sowie den Verteilungsschlüsseln der Sitze für die 10.
  • College of Human Medicine Records UA.15.13 This Finding Aid Was Produced Using Archivesspace on August 19, 2021

    College of Human Medicine Records UA.15.13 This Finding Aid Was Produced Using Archivesspace on August 19, 2021

    College of Human Medicine Records UA.15.13 This finding aid was produced using ArchivesSpace on August 19, 2021. Finding aid written in English. Describing Archives: A Content Standard Michigan State University Archives and Historical Collections Conrad Hall 943 Conrad Road, Room 101 East Lansing , MI 48824 [email protected] URL: http://archives.msu.edu/ College of Human Medicine Records UA.15.13 Table of Contents Summary Information .................................................................................................................. 3 Historical Note ............................................................................................................................. 3 Series Description ......................................................................................................................... 4 Series List ..................................................................................................................................... 6 Administrative Information .......................................................................................................... 8 Related Materials .......................................................................................................................... 8 Controlled Access Headings ......................................................................................................... 9 Collection Inventory ................................................................................................................... 10 Office of the Dean
  • Beschlußempfehlung Und Bericht Des 2

    Beschlußempfehlung Und Bericht Des 2

    Deutscher Bundestag Drucksache 10/6584 10. Wahlperiode 27.11.86 Sachgebiet 1 Beschlußempfehlung und Bericht des 2. Untersuchungsausschusses nach Artikel 44 des Grundgesetzes zu dem Antrag der Fraktion der SPD — Drucksache 10/3906 (neu) — Einsetzung eines Untersuchungsausschusses und dem Ergänzungsantrag der Fraktion der SPD — Drucksache 10/4661 — Beschlußempfehlung Der Bundestag wolle beschließen: Der Bericht des 2. Untersuchungsausschusses nach Artikel 44 des Grundgeset- zes wird zur Kenntnis genommen. Bonn, den 27. November 1986 Der 2. Untersuchungsausschuß Jahn (Marburg) Fellner Neuhausen Schäfer (Offenburg) Ströbele Vorsitzender Berichterstatter Drucksache 10/6584 Deutscher Bundestag — 10. Wahlperiode Gliederung Seite 1. Abschnitt: Einsetzung und Gang des Verfahrens 12 A. Auftrag und Besetzung des 2. Untersuchungsausschusses 12 I. Einsetzungsbeschluß und Ergänzungsbeschluß 12 II. Mitglieder des 2. Untersuchungsausschusses 13 B. Vorgeschichte und Parallelverfahren 13 I. Vorgeschichte 13 II. Parallelverfahren 14 C. Ablauf des Untersuchungsverfahrens 14 I. Konstituierung 14 II. Beweisaufnahme 14 III. Berichtsfeststellung 14 2. Abschnitt: Gegenstand der Untersuchung und festgestellter Sachver halt 15 A. Das Bundesamt für Verfassungsschutz als Bundesoberbehörde im Bereich der Inneren Sicherheit - 15 I. Dienst- und Fachaufsicht des Bundesministeriums des Innern über das Bundesamt für Verfassungsschutz 15 1. Begriff und Inhalt der Dienst- und Fachaufsicht 15 a) Fachaufsicht 15 b) Dienstaufsicht 15 c) Instrumente der Dienst- und Fachaufsicht 15 2. Verständnis der Dienst- und Fachaufsicht vor dem Hintergrund der Aufgabenstruktur des Bundesamtes für Verfassungsschutz 15 a) Allgemeines 15 b) Vollzug des Gesetzes zu Artikel 10 GG 16 Deutscher Bundestag — 10. Wahlperiode Drucksache 10/6584 Seite II. Organisation und Praxis der Zusammenarbeit zwischen Bundesmini- sterium des Innern und Bundesamt für Verfassungsschutz 16 1. Berichtswesen 16 2.
  • Northwestern University Health Service ADMISSION HEALTH RECORD

    Northwestern University Health Service ADMISSION HEALTH RECORD

    Northwestern University Health Service ADMISSION HEALTH RECORD and Required Immunizations for NON-HEALTHCARE STUDENTS REQUIRED FOR ALL FULL-TIME AND HALF-TIME STUDENTS (DISTANCE LEARNERS COMPLETE THIS PAGE ONLY) Important Notes – Please read prior to completing this form. 1. Student should complete PARTS I, III, IV, and V of this form. If under 18, complete PART VI with parent. 2. Proof of immunization may be provided by the following: • Have your healthcare professional complete “PART II: REQUIRED IMMUNIZATIONS” (page 2). This page must be signed and dated by the healthcare professional to be valid. • Submit copies of your immunization record from your physician, former high school or university or other official record such as immigration paperwork. If laboratory titers are completed, copies of the lab result must be submitted. Submission of “PART II: REQUIRED IMMUNIZATIONS” is not required if you are submitting copies of records. 3. DEADLINES: This form and proof of immunizations should be submitted to the Evanston campus Health Service by: FALL entrants – July 1 Undergraduate and Graduate students (including Law, WINTER entrants – December 1 Kellogg and Continuing Studies) SPRING entrants – March 15 SUMMER entrants – May 1 All Half-time students and students accepted after the 30 days after date of acceptance term deadline above 4. Mail to: Northwestern University Health Service, Health Information Management Services, 633 Emerson St., Evanston, IL 60208 5. STUDENTS WHO FAIL TO SUBMIT THE COMPLETED ADMISSION HEALTH RECORD, INCLUDING PROOF OF IMMUNIZATIONS OR FAIL TO RECTIFY DEFICIENCIES WITHIN 30 DAYS AFTER THE START OF CLASSES WILL BE: • ASSESSED A NON-REFUNDABLE $100 LATE FEE AND • IN ACCORDANCE WITH ILLINOIS STATE LAW, BARRED FROM CLASS REGISTRATION FOR SUBSEQUENT TERMS UNTIL COMPLIANT.
  • Reden Und Taktieren Die Deutsche Tibetpolitik

    Reden Und Taktieren Die Deutsche Tibetpolitik

    Information der Tibet Initiative Deutschland e.V. INFOBLATT 13 Reden und Taktieren Die deutsche Tibetpolitik Schon damals zielte die Antwort der sowie Experten und Parlamentarier aus Bundesregierung darauf ab, die VR Großbritannien und Indien an. Eine China nicht zu provozieren. Buchdokumentation „Tibet klagt an“ Ein Jahr später, im Juli 1987, besuchte hielt die Aussagen und die Ergebnisse Bundeskanzler Helmut Kohl im Rahmen fest. einer Staatsvisite in der Volksrepublik Auch nach dem Tod von Petra Kelly und China die tibetische Hauptstadt Lhasa. Gert Bastian am 1. Oktober 1992 blieb Tibet Die offene Anerkennung der chinesi- ein Thema. Am 5. Mai 1995 beugte sich schen Ansprüche brachte dem Kanzler Bundesaußenminister Klaus Kinkel dem harsche Kritik ein. Helmut Kohl war der allgemeinen Druck und empfing als erster erste und bislang einzige amtierende Minister offiziell den Dalai Lama. Die an Regierungschef, der Tibet offiziell sich begrüßenswerte Initiative hatte einen einen Besuch abgestattet hat. seltsamen Beigeschmack, denn als der Dalai Lama dem Außenminister den tradi- Tibet im Bundestag tionellen Khatag (Begrüßungsschal) Anlässlich der Reise gab Petra Kelly beim überreichen wollte, wies dieser die Geste Wissenschaftlichen Dienst des Deutschen brüsk zurück. Im deutschen Bundestag Bundestages eine Expertise zum völker- Gut einen Monat später erlebte das politi- rechtlichen Status von Tibet in Auftrag. sche Tibet-Engagement einen seiner Dabei ging es insbesondere um die Frage, Höhepunkte. Am 19. Juni 1995 organisierte Erst seit den achtziger Jahren ist Tibet ein ob China einen Rechtsanspruch auf Tibet der Auswärtige Ausschuss eine offizielle Thema in der internationalen Politik, wenn erheben kann. Die Wissenschaftler kamen Anhörung zu Tibet, zu der als man von wenigen Initiativen kurz nach zu einem eindeutigen Urteil: „China hat Hauptredner der Dalai Lama geladen war.
  • The Collaborative Health Science Center of Southwest Virginia a Strategy to Achieve Prosperity by Improving Community Health

    The Collaborative Health Science Center of Southwest Virginia a Strategy to Achieve Prosperity by Improving Community Health

    The Collaborative Health Science Center of Southwest Virginia A Strategy to Achieve Prosperity by Improving Community Health Concept Rendering of Proposed Abingdon Campus Headquarters Facility A Project Update prepared for: The Virginia Tobacco Indemnification and Community Revitalization Commission November 2014 Southwest Virginia Community Health Systems The Collaborative Health Science Center of Southwest Virginia A Strategy to Achieve Prosperity by Improving Community Health Contents CONTENTS EXECUTIVE SUMMARY THE PLAN / REPORT 1—THE REGION’S ECONOMIC CHALLENGES Defining our Core Region—Southwest Virginia ......................................................... 1 Crossing State Borders—An Enlarged Region ........................................................... 2 2—THE REGION’S HEALTH CRISIS Health Care in the US—As Context ......................................................................... 3 Health in the Commonwealth of Virginia—as Context ............................................... 4 Southwest Virginia—Health Factors and Health Outcomes ........................................ 5 3—ASSET INVENTORY—VIRGINIA, THE CORE REGION, AND JUST BEYOND THE REGION Academic Health Center Assets in Virginia ............................................................. 11 Our Core Region’s Assets ..................................................................................... 11 Assets Just Beyond Our Defined Region ................................................................. 15 Responding to Major Strategic and Policy Studies
  • Annual Report

    Annual Report

    Australian Medical Council Annual Report Australian Medical Council Limited © Australian Medical Council Limited 2012 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, except as permitted by the Copyright Act 1968, without the prior permission of the Australian Medical Council. Published March 2012 Published and distributed by: Australian Medical Council PO Box 4810 Telephone: 02 6270 9777 Kingston ACT 2604 Facsimile: 02 6270 9799 Email: [email protected] Website: www.amc.org.au ABN: 97 131 796 980 ISSN: 0818-8378 Contents Year in review .........................................................................................................1 Highlights .............................................................................................................................................................. 1 President’s report .................................................................................................................................................. 2 Chief Executive Officer’s report .............................................................................................................................. 3 Celebrating 25 years of assuring medical standards .............................................................................................. 4 About the Australian Medical Council ..................................................................5 Purpose
  • G. Verzeichnis Der Dokumente I. Konstituierung

    G. Verzeichnis Der Dokumente I. Konstituierung

    DIE GRÜNEN – 10. WP Verzeichnis der Dokumente G. Verzeichnis der Dokumente Nr. der Datum Edierte Dokumente, nachgewiesene Sitzungen und jeweilige Seite Dok.- Bestandsangabe Gruppe I. Konstituierung 1 16.1.1983 Beschlüsse der Bundesdelegiertenversammlung in Sindel- 5 fingen (AGG, B.I.1, 542) 2 11.–13.2.1983 Treffen der zukünftigen Bundestagsfraktion 7 (AGG, B.II.1, 3060) 3 8. 3. 1983 Fraktionssitzung 8 (AGG, B.II.1, 5317) A 7. 3. 1983 Pressemitteilung der Bundesgeschäfsstelle der GRÜNEN 11 (AGG, B.II.1, 5321) 4 9. 3. 1983 Fraktionssitzung 15 (AGG, B.II.1, 5317, 5318) A 10.3.1983 Aktennotiz von Bernd Faller 17 (AGG, B.II.1, 3376) B 9. 3. 1983 Protokollanhang: Kriterien Raumfrage 19 (AGG, B.II.1, 5318) C 9. 3. 1983 Sitzungsunterlage: Organisatorischer Fahrplan für den Auf- 19 bau der GRÜNEN Bundestagsfraktion (AGG, B.II.1, 5317) 5 14.3.1983 Fraktionssitzung 21 (AGG, B.II.1, 5318) A 14.3.1983 Sitzungsunterlage: Vorlage von Roland Vogt zur Friedens- 26 politik (AGG, B.II.1, 5318) B 14.3.1983 Sitzungsunterlage: Vorlage von Roland Vogt 27 (AGG, B.II.1, 5318) 6 15.3.1983 Fraktionssitzung 29 (AGG, B.II.1, 5317, 5318) 7 17.3.1983 Fraktionssitzung 32 (AGG, B.II.1, 5318) A 18.3.1983 Protokollanhang: Nachtrag zum Protokoll von Willi Tatge 35 (AGG, B.II.1, 5318) B 17.3.1983 Schreiben der Bundesgeschäftsstelle der GRÜNEN an alle 35 Mitglieder der Fraktion DIE GRÜNEN IM BUNDESTAG (AGG, B.II.1, 394) Copyright © 2017 KGParl 1 Verzeichnis der Dokumente DIE GRÜNEN – 10.
  • An Overview of Education and Training Requirements for Global Healthcare Professionals Physician

    An Overview of Education and Training Requirements for Global Healthcare Professionals Physician

    An Overview of Education and Training Requirements for Global Healthcare Professionals Physician Workforce and Training Task Force Sponsored By: September 2009 TABLE OF CONTENTS EXECUTIVE SUMMARY.........................................................................................................................................................................................3 SPOTLIGHT ON HEALTH OUTCOMES AND PHYSICIAN CONTINUING EDUCATION..................................................................................................4 PHYSICIAN EDUCATION AND TRAINING REQUIREMENTS .....................................................................................................................................5 United States ...................................................................................................................................................................................................5 Medical Education in Europe – The Bologna Process...................................................................................................................................8 United Kingdom..............................................................................................................................................................................................9 France.............................................................................................................................................................................................................9 Germany........................................................................................................................................................................................................10
  • LGBT Politics in a Europeanized Germany: Unification As a Catalyst for Change Louise K. Davidson-Schmich University of Miami

    LGBT Politics in a Europeanized Germany: Unification As a Catalyst for Change Louise K. Davidson-Schmich University of Miami

    LGBT Politics in a Europeanized Germany: Unification as a Catalyst for Change Louise K. Davidson‐Schmich University of Miami Paper Presented at the 2017 European Union Studies Association Conference Miami, FL May 5, 2017 Abstract: The two and a half decades since unification have brought about significant paradigm changes in German social policies toward lesbian, gay, bisexual, and transgender (LGBT) citizens including, inter alia, the legalization of same‐sex partnerships, an expansion of the rights granted to these same sex couples, and reforms allowing individuals to change their legal gender without divorcing or undergoing irrevocable surgeries. This article investigates developments that led the government of the Federal Republic, long dominated by socially‐conservative Christian Democrats, to extend greater rights to sexual minorities in the years following unification. The explanation lies in LGBT activists’ use of what van der Vleuten (2005) refers to as “pincer” tactics, working not only at the national but also at the European level to pressure reluctant domestic actors. Unification proved a critical juncture on both fronts, leading to the creation of a politically‐ influential, pan‐German LGBT organization at the domestic level and to institutional changes conducive to LGBT activism at the European Union level. In the language of the introduction to this volume, unification had an indirect effect on LBGTI rights, leading to a gradual increase in rights for sexual minorities, driven by a combination of activism from the “outside in” and the “inside out.” This article “brings in” the study of gender and sexuality to the literature on post‐ communist transformations. Note: A version of this paper is scheduled to appear in a forthcoming special issue of German Politics, commemorating the 25th anniversary of German unification.