Postgraduate Education for Healthcare Professionals
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Challenging Functional Decline As a Driver of Care for Hospitalised Older Adults: a Discursive Ethnography
Challenging Functional Decline as a driver of care for hospitalised older adults: A discursive ethnography Jeannine Therese Moreau A thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy Sydney Nursing School The University of Sydney November 2017 ACKNOWLEDGEMENTS This thesis would only be thoughts on an airwave if not for the gracious and generous participants who came forward both enthusiastically and cautiously to consent to participate in the study. I deeply appreciate their enduring commitment to working with me day after day as I followed one patient after another. Each participant contributed for the most part with enthusiasm and a generous sense of curiosity. My two Supervisors Dr Trudy Rudge and Dr Sandra West were great, two amazing minds. Thank you both for your generosity of spirit as you were wonderfully supportive, shared ideas, albeit try as hard as I could, no sharing of “answers”. You stretched my thinking when I thought the elasticity was over but presto the emergence of insights and new ways of thinking, more rewriting and rewriting, albeit so very worthwhile. Thank you to colleagues who generously shared their PhD experiences, ideas, thinking and philosophical perspectives never mind a few rowdy discussions; thank you Olga, Denise and Rochelle in particular! Anne you have been and continue to be an inspiration as you engaged with me in some rather intriguing aha moments and terrifying although rewarding insights always with a side of laughter. Clare, you lived up to your name as someone who lit up my thinking with our great conversations as we reached for clarity in our wonderings about life, always refreshing. -
University of Lusaka | School of Medicine and Health Sciences
SCHOOL OF MEDICINE AND UNIVERSITY HEALTH SCIENCES STUDENT OF LUSAKA HANDBOOK University of Lusaka | School of Medicine and Health Sciences i TABLE OF CONTENTS Section 1: Introduction Welcome remarks from the Dean 1 Section 2: History of the School of Medicine and Health Sciences The History of the School 4 Section 3: Vision and Mission Mission Statement 5 Vision Statement 5 Section 4: Admission Criteria 6 Section 5: Study Programmes 7 Section 6: UNILUS Grading System 12 ii THE UNIVERSITY OF LUSAKA SCHOOL OF MEDICINE AND HEALTH SCIENCES MESSAGE FROM THE DEAN What is the first thing that a new student wants to hear when they are coming to the University or entering a School in the University for the first time? I know there will be many answers to this question. This small student handbook tries to answer some of these questions. When I entered Medical School for the first time many years ago, Prof Kasonde Bowa Dean School of Medicine and Health Sciences I was very nervous. I was the first one in my family to ever get to study Medicine, and all I had heard was about how difficult a course the Medical Course was. It reminds me of a child that I saw once trying to get on to an Escalator (Those moving stair cases) for the first time. The first instinct is to jump off right away, Medical School feels like that sometimes. The second is to hold on to something you are familiar with, whether its parents or the stairway rails or sit on the walkway itself. -
ANNUAL REPORT 2011 the University of Sydney NSW 2006 April 2012 the Hon
THE UNIVERSITY OF SYDNEY SYDNEY THE OF UNIVERSITY annuaL report 2011 ANNUAL REPORT 2011 REPORT ANNUAL The University of Sydney NSW 2006 April 2012 The Hon. Adrian Piccoli, MP Minister for Education Governor Macquarie Tower 1 Farrer Place Sydney NSW 2000 Dear Minister, The Senate of the University of Sydney has the honour of presenting to you, in accordance with the Annual Reports (Statutory Bodies) Act 1984 and its subsequent amendments, the report of the proceedings and financial statements of the University of Sydney for the year ended 31 December 2011. Her Excellency Professor Marie Bashir AC CVO Chancellor Dr Michael Spence Vice-Chancellor and Principal 3 The University of Sydney: FINANCIAL REPORTS AND CONTENTS our charter and purpose STATEMENTS 2011 4 Chancellor’s message 70 Independent auditor’s report 5 Vice-Chancellor’s message 72 Statement by appointed officers 6 Highlights of 2011 73 Audited financial statements 16 University governance 74 Income statement 18 Senate report 75 Statement of comprehensive 35 Academic Board income 36 Management 76 Statement of financial position 40 University officers and 77 Statement of changes in equity organisational chart 78 Statement of cash flows 42 Student statistics 79 Notes to the financial statements 43 Student feedback and consumer response 144 Financial review of 2011 44 Human resources 45 Staff statistics 154 Index 48 Equal employment opportunity 52 Multicultural policies and services program report 54 Occupational health and safety 56 Legal affairs and risk management 58 Privacy and personal information 60 Freedom of information 64 International promotion 66 Research performance 67 Honorary awards and promotions to professor 68 Waste and sustainability In October 2011, Associate Professor Min Chen (standing) won the Science Minister’s Prize for Life Scientist of the Year, part of the prestigious Prime Minister’s Prizes for Science, for her contribution to our understanding of one of the building blocks of life on Earth: chlorophyll. -
Master of Surgery (Mch) by Module - Programme Brochure 2021 MASTER of SURGERY (MCH) by MODULE INTRODUCTION ENHANCE YOUR CAREER in SURGERY
Master of Surgery (MCh) by Module - Programme Brochure 2021 MASTER OF SURGERY (MCH) BY MODULE INTRODUCTION ENHANCE YOUR CAREER IN SURGERY The Royal College of through research alone. Scholars will continue to Surgeons in Ireland develop practical research skills and originality welcomes you to the Master in their research as a result of exposure to new of Surgery (MCh) by module. subject areas in the taught modules, which will This programme, the first encourage scholars to explore surgery within the of its kind in Ireland, aims greater healthcare context. to equip scholars with a combination of research skills Scholars must attend lectures for five modules and practical knowledge of totalling 45 credits and successfully complete the healthcare environment in order to enhance all module assignments. During this time, they opportunities for professional development. must also prepare and submit a research protocol for the dissertation. Once approved, students Multiple departments at the RCSI have will undertake their research in the latter half of contributed to the development of this their programme and submit a preliminary copy programme. Each module will introduce new of the dissertation by end of June. Following a areas of learning, and many resources will be review, the student may undertake revisions and made available during the delivery of these submit the final hard copy no later than early modules. However, the overall success of the September. On successful completion of these programme will also depend on the drive of two components, students will be awarded the the scholars. The class comprises people from degree of Master of Surgery. -
Health Professions Act 56 of 1974
HEALTH PROFESSIONS ACT 56 OF 1974 RULES RELATING TO THE REGISTRATION BY MEDICAL PRACTITIONERS AND DENTISTS OF ADDITIONAL QUALIFICATIONS Published under Board Notice 35 in Government Gazette 19890 of 31 March 1999 and amended by: BN 46 GG 27592 20/5/2005 BN 34 GG 28779 5/5/2006 BN 22 GG 29689 16/3/2007 BN 130 GG 33540 17/9/2010 BN 109 GG 34362 17/6/2011 BN 122 GG 35517 20/7/2012 BN 31 GG 36225 2013/03/15 The Health Professions Council of South Africa, in terms of section 61A(1)(1) of the Health Professions Act, 1974 (Act No. 56 of 1974), made the rules in the Schedule. [Preamble amended by BN 46/2005] SCHEDULE 1. In this Schedule “the Act” means the Health Professions Act, 1974 (Act No. 56 of 1974), and any expression to which a meaning has been assigned in the Act shall bear such meaning. 2. The following qualifications may be registered as additional qualifications in terms of section 35 of the Act by medical practitioners: (a) Any qualification prescribed in terms of section 24 or accepted in terms of section 25 of the Act. (b) Other South African qualifications listed hereafter as follows: Examining Qualification Abbreviation for authority registration Universities Cape Town, University of Doctor of Medicine MD Cape Town Doctor of Philosophy PhD Cape Town (If awarded in a discipline recognised in terms of the Act) Master of Family Medicine and Primary MFam (Med) Cape Town Care Master of Medicine(Anaesthetics) MMed (Anaes) Cape Town Master of Medicine (Community Health) MMed (Community Health) Cape Town Master of Medicine (Dermatology) -
Ideals in Surgery
SURGERY GYNECOLOGY AND OBSTETRICS ~ THIRTY-THREE years ago a group in the past eight years, of the length and char- lI) of very wise men founded the Amer~ acter of the training required. Others felt, ~ ican College of Surgeons. It was however, that all those who proposed to spe- : their hope that by gathering to- cialize should be forced at an early stage in &: gether in such a College all the surgeons and their graduate training to demonstrate to a t..D surgical specialists who were known to be court of examiners that they were proficient in ~ morally and ethically fit and who had demon- the principles of surgery and in the allied basic ~ strated by their training and by their standing medical sciences. From this arose the Ameri- j in the professional world that they were prop- can Board of Surgery and the boards of the ~ erly qualified, the standard of surgical care various surgical specialties, to which the Col- might be raised to the level that a great people lege elects representatives. ':£ deserves. It was hoped, too, that with the The aim of both the College and the Boards r-4 lapse of a few years the diploma of Fello"wship has been the improving of the quality of in the College would become so desirable and American surgery and both have been success- so necessary that all who proposed to practice ful. The College insisted on minimum periods surgery would seek it and that by and by it of apprenticeship, evidence of high moral and would constitute a clear index whereby those ethical standing, and proof that the candidate who were qualified to do surgery could be dis- had shown ability in practice. -
An Open Letter to the Australian Public from the Undersigned Staff of the University of Sydney
An open letter to the Australian public from the undersigned staff of the University of Sydney. We write this letter motivated by a sense of grave concern over circumstances at Nauru, Manus Island and other Australian mandatory detention centres for refugees. As members of an academic institution that is situated at the forefront of Australian social and cultural life, we feel it is our duty to express this concern, hoping that—together with similar efforts by others—it will serve as a catalyst for positive action and change. Allegations of torture and more generally mistreatment of refugees by Department of Immigration and Border Protection employees and contractors have been and continue to be made public over the last several years. Initially, perhaps, such allegations were dismissed by Australian citizens, in disbelief that such repugnant acts could be committed by a society that perceives itself to be just and humane. The mounting evidence, however, of torture and abuse—including testimonies given by refugees themselves, as well as evidence submitted by former employees and contractors who worked in detention centres—is overwhelming. We find it abhorrent that the Australian Government has passed a law, the Australian Border Force Act 2015 that came into effect on July 1st, threatening its citizens with prosecution and up to two years imprisonment for publicly disclosing details relating to these conditions. The context that the Act deals with—circumstances in immigration detention centres—has nothing whatsoever to do with national security. We are deeply distressed at the erosion of our society’s democratic ethos and of its core freedoms that such legislation represents. -
Fulfilling the Specialist Neurosurgery Workforce Needs in Africa: a SWOT Analysis of Training Programs and Projection Towards 2030
Fulfilling the Specialist Neurosurgery Workforce Needs in Africa: a SWOT Analysis of Training Programs and Projection Towards 2030 by Alvan-Emeka Kelechi Ukachukwu Duke Global Health Institute Duke University Date:_______________________ Approved: ___________________________ Michael M. Haglund, Advisor ___________________________ Joseph R. Egger ___________________________ Anthony T. Fuller Thesis submitted in partial fulfillment of the requirements for the degree of Master of Science in Global Health in the Duke Global Health Institute in the Graduate School of Duke University 2021 ABSTRACT Fulfilling the Specialist Neurosurgery Workforce Needs in Africa: a SWOT Analysis of Training Programs and Projection Towards 2030 by Alvan-Emeka Kelechi Ukachukwu Duke Global Health Institute Duke University Date:_______________________ Approved: ___________________________ Michael M. Haglund, Advisor ___________________________ Joseph R. Egger ___________________________ Anthony T. Fuller An abstract of a thesis submitted in partial fulfillment of the requirements for the degree of Master of Science in Global Health in the Duke Global Health Institute in the Graduate School of Duke University 2021 Copyright by Alvan-Emeka Kelechi Ukachukwu 2021 Abstract Background/Objectives Africa has only 1% of the global neurosurgery workforce, despite having 14% of the global population and 15% of the global neurosurgical disease burden. Also, neurosurgical training is hampered by paucity of training institutions, dearth of training faculty, and deficiency of -
Nominee Name: Enriqueta C
Board on Global Health Biographies Ann E. Kurth, Ph.D., CNM, M.P.H., FAAN, (Chair), is Dean, and Linda Koch Lorimer Professor, Yale University School of Nursing. Dr. Kurth is an elected Fellow of the Institute of Medicine (National Academy of Medicine) and a member of the 2014-2018 US Preventive Services Task Force, which sets screening and primary care prevention guidelines for the United States. Dr. Kurth is 2018-2020 chair of the Consortium of Universities for Global Health. An epidemiologist and clinically-trained nurse-midwife, Dr. Kurth’s research focuses on HIV/reproductive health and global health system strengthening. Her work has been funded by the National Institutes of Health (NIAID, NIDA, NIMH, NICHD), the Bill & Melinda Gates Foundation, UNAIDS, CDC, HRSA, and others, for studies conducted in the United States and internationally. Dr. Kurth has consulted for the NIH, Gates Foundation, WHO, USAID and CDC, among others. Dr. Kurth has published over 200 peer-reviewed articles, book chapters, and scholarly monographs and presented at hundreds of scientific conferences and invited talks. Dr. Kurth has received awards for her science and leadership including the Friends of the National Institute of Nursing Research Ada Sue Hinshaw Research Award and the International Nurse Researcher Hall of Fame award from Sigma Theta Tau International. Cheryl A. Anderson, Ph.D., M.P.H., M.S., is a Professor and Dean of the University of California San Diego Herbert Wertheim School of Public Health and Human Longevity Science. Dr. Anderson's research focuses on nutrition and chronic disease prevention in underserved populations using observational epidemiologic study designs, randomized clinical trials, and implementation science. -
Genetic Counsellor
Genetic Counsellor Reports to Professor Glenda Halliday Brain and Mind Centre Organisational area Faculty of Medicine Central Clinical School Position summary The Genetic Counsellor will provide research participants and/or their family members with information and support regarding any genetic risks associated with the neurodegenerative conditions being researched, the implications for the participant and their families in participating in the genetic research, and whether participants have any concerns or issues that warrant other health professional referrals. More information about the specific role requirements can be found in the position description at the end of this document. Location Charles Perkins Centre Camperdown/Darlington Campus Type of appointment Full-time fixed term opportunity for 3 years. Flexible working arrangements will also be considered. Salary Remuneration package: $97,156 p.a. (which includes a base salary Level 6 $82,098 p.a., leave loading and up to 17% employer’s contribution to superannuation). How to apply All applications must be submitted online via the University of Sydney careers website. Visit sydney.edu.au/recruitment and search by reference number 2231/1017 for more information and to apply. 1 For further information For information on position responsibilities and requirements, please see the position description attached at the end of this document. Intending applicants are welcome to seek further information about the position from: Jude Amal Raj Research Officer 02 9351 0753 [email protected] For enquiries regarding the recruitment process, please contact: Sarah Daji Talent Acquisition Consultant 02 8627 6362 [email protected] The University of Sydney About us The University of Sydney is a leading, comprehensive research and teaching university. -
Faculty of Medicine Handbook, 1969
THE UNIVERSLTY OF MELBOURNE FACULTY OF MEDICINE HANDBOOK, 1969 PUBLISHED BY THE UNIVERSITY TABLE OF CONTENTS Off cers of the University 5 Faculty of Medicine; University Teaching Staff . 7 Staff of Recognized Hospitals ., . .. 18 CHAPTER 1: IMPORTANT DATES Applications, Enrolments, Terms and Examinations, Graduation 32 CHAPTER 2: DEGREES AND DIPLOMAS M.В., B.S. 33 . Combined course in Medicine and Medical Science .. 33 M.D., M.S. and M.G.O. ..................... 33 Postgraduate Diplomas 33 Ph.D. .. .. .. .. .. 34 CHAPTER 3: ADVICE TO THOSE PREPARING TO ENTER THE MEDICAL COURSE Prerequisite Subjects; Preparatory Studies .... 39 CHAPTER 4: POLICIES GOVERNING ADMISSION First Year (Division I) 36 Second Year ( Division IIA). 37 Third Year (Division II) .......... 37 Fourth Year ( Division III) .. • . 37 Admission Ad Eundem Statum 38 39 CHAPTER 5: SCHOLARSHIPS, BURSARIES, PRIZES Entrance Awards .. 40 Undergraduate Awards .... ...... ..... 40 Postgraduate Awards .. .. .. 41 CHAPTER 6: NOTICES TO MEDICAL GRADUATES Hospital Appointments .. 42 Commonwealth Medical Advisory Bureau . .. .. .. 42 Registration in the United Kingdom 43 CHAPTER 7: REGULATIONS Degrees of Bachelor of Medicine and Bachelor of Surgery 44 Degree of Bachelor of Medical Science . 51 Degree of Doctor of Medicine .. 51 Degree of Master of Surgery . .. .. 52 Degree of Master of Gynaecology and Obstetrics 54 Postgraduate Medical Diplomas ....... 55 CHAPTER 8: DETAILS FOR 1969 DECREES OF M.B., B.S. (1) General Requirements: Matriculation; Prerequisites; Admission to First Year Admission to Second Year; Attendance at Lectures; Vacation Study; Honour Work; Divisions, Subjects and Times of Examination; Examinations; Repeti- tion of Year .. .• 58 (2) Time. Table 61 ( 3 ) Summary of Principle Dates . 62 (4) Division's, Subjects and Books . -
Master of Medicine/Surgery Mmedsurg
Program Code: 5131 CRICOS Code: 083626A PROGRAM REGULATIONS: Master of Medicine/Surgery MMedSurg Responsible Owner: Dean Responsible Office: Research Office Contact Officer: PCAC Executive Officer Effective Date: 1 January 2020 1 TABLE OF CONTENTS 1 TABLE OF CONTENTS ........................................................................................................................ .2 2 AMENDMENTS ..................................................................................................................................... 2 3 PURPOSE ............................................................................................................................................. 3 4 OVERVIEW ............................................................................................................................................ 3 5 ENTRY REQUIREMENTS ..................................................................................................................... 3 6 PRACTICUM OR INTERNSHIP REQUIREMENTS .............................................................................. 3 7 PROGRAM REQUIREMENTS .............................................................................................................. 4 8 DEFINITIONS ........................................................................................................................................ 4 9 APPENDICES ........................................................................................................................................ 5 2 AMENDMENTS