Medical Scientist Training Program
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COMLEX-USA for Residency Program Directors
COMLEX-USA FOR RESIDENCY PROGRAM DIRECTORS COMLEX-USA Evidence–based assessment designed specifically for osteopathic medical students and residents that measures competencies required for the provision of safe and effective osteopathic medical care to patients. It is recommended but not required that COMLEX-USA Level 3 be taken after a minimum of six months in residency. The attestation process for COMLEX-USA Level 3 helps to fulfill the NBOME mission to DO candidates are not required to pass the United States protect the public, and adds value and entrustability to state licensing Medical Licensing Examination (USMLE®) to be eligible to boards and patients. Additionally, attestation provides COMLEX-USA apply to ACGME-accredited residency programs. The score reports to residency program directors and faculty. ACGME does not specify which licensing board exam(s) (i.e., COMLEX-USA, USMLE) applicants must take to be eligible COMPETENCY AND EVIDENCE-BASED DESIGN for appointment in ACGME-accredited residency programs. In 2019, COMLEX-USA completed a transition to a contemporary, two Frequently Asked Questions: Single Accreditation System decision-point, competency-based exam blueprint and evidence- Accreditation Council for Graduate Medical Education, 20191 based design informed by extensive research on osteopathic physician practice, expert consensus and stakeholder surveys.3 The enhanced COMLEX-USA blueprint4 assesses measurable outcomes PATHWAY TO LICENSURE of seven Fundamental Osteopathic Medical Competency Domains5 COMLEX-USA, the Comprehensive Osteopathic Medical Licensing and focuses on high-frequency, high-impact health issues and clinical Examination of the United States, is the exam series used by all presentations that affect patients. medical licensing authorities to make licensing decisions for osteopathic physicians. -
Meeting Schedule
Track Theme B Bones/Muscle/Connective Tissue C Cardiovascular CB Cell Biology DB Developmental Biology/Morphology ED Education & Teaching EV Evolution/Anthropology I Imaging N Neuroscience PD Career and Professional Development RM Regenerative Medicine (Stem Cells, Tissue Regeneration) V Vertebrate Paleontology All sessions are scheduled eastern time (EDT) ON-DEMAND Career Central On-Demand Short Talks Co-sponsored by AAA’s Profesional Development Committee These on demand talks can be seen at anytime. Establishing Yourself as a Science Educator Darren Hoffman (University of Iowa Carver College of Medicine) In this presentation, you’ll learn strategies for launching a career in science teaching. We’ll explore key elements of the CV that will stand out in your job search, ways to acquire teaching experience when opportunities in your department are scarce, and how to develop your personal identity as a teacher. Negotiate like a Pro Carrie Elzie (Eastern Virginia Medical School) Creating a conducive work environment requires successful negotiation at many levels, with different individuals and unique situations. Thus, negotiation skills are important, not only for salaries, but many other aspects of a career including schedules, resources, and opportunities. In this session, you will learn some brief tips of how to negotiate like a professional including what to do and more importantly, what not to do. #SocialMedia: Personal Branding & Professionalism Mikaela Stiver (University of Toronto) Long gone are the days when social media platforms were just for socializing! Whether you use social media regularly in your professional life or are just getting started, this microlearning talk has something for everyone. We will cover the fundamentals of personal branding, explore a few examples on social media, and discuss the importance of professionalism with an emphasis on anatomical sciences. -
The Correlation Between USMLE and COMLEX Testing Scores in Applicants to Emergency Medicine Residencies
Lehigh Valley Health Network LVHN Scholarly Works Research Scholars Poster Presentation The orC relation Between USMLE and COMLEX Testing Scores Jay Patel University of Pittsburgh - Johnstown Kathleen Kane MD Lehigh Valley Health Network, [email protected] Follow this and additional works at: http://scholarlyworks.lvhn.org/research-scholars-posters Published In/Presented At Patel, J., Kane, K. (2014, July, 25) The Correlation between USMLE and COMLEX Testing Scores in Applicants to Emergency Medicine Residencies. Poster presented at LVHN Research Scholar Program Poster Session, Lehigh Valley Health Network, Allentown, PA. This Poster is brought to you for free and open access by LVHN Scholarly Works. It has been accepted for inclusion in LVHN Scholarly Works by an authorized administrator. For more information, please contact [email protected]. The Correlation between USMLE and COMLEX Testing Scores in Applicants to Emergency Medicine Residencies Jay Patel and Kathleen E. Kane, MD Lehigh Valley Health Network, Allentown, Pennsylvania Background Primary Question Sample Size • The Comprehensive Osteopathic Medical Licensing What is the correlation factor between • The sample is comprised of 556 eligible applicants Examination of the United States (COMLEX-USA) and the COMLEX-USA and USMLE scores of • Of those applicants, 359 or 64.6% were male and 197 or United States Medical Licensing Examination (USMLE) are a osteopathic emergency medicine residency 35.4% were female series of standardized medical licensing examinations used -
MD/Phd Programs
MD/PhD Programs The typical program of study includes the first two years of the medical school basic sciences curriculum, followed by three or more years of graduate school and thesis research, and then the final two years of clinical clerkships. However, M.D./Ph.D. program length varies considerably between schools. The current average time to graduation from start to finish in MSTPs is 7-8 years. M.D./Ph.D. admissions The fraction of M.D./Ph.D. applicants is typically very small relative to those not pursuing a combined degree. At most schools, M.D./Ph.D. applicants must go through the normal medical application process. Applicants must also complete a separate M.D./Ph.D. application, which consists of MCAT scores, GPA, undergraduate institution, one or more essays, and additional letters of recommendation from those who can assess the applicant’s potential for a career in research. Interview arrangements vary between programs, with some providing airfare, hotel accommodations, meals, and planned activities. M.D./Ph.D. applicants typically have many more interviews at each school than those pursuing the standard M.D. pathway. In addition, many unique factors come into play when making a decision on which program to attend. There is considerable variation among programs in virtually all aspects of the application process, MSTP Programs Medical Scientist Training Programs (MSTP) are M.D./Ph.D. programs offered by a small number of United States medical schools with funding from the National Institutes of Health (NIH), to train physician scientists for biomedical research, particularly “translational” or “ bench and bedside” research. -
Scientific Program 81S T Annual M Ee T in G
P A C I F I C C O A S T S U R G I C A L A SSOCIATION Scientific Program 81S T ANNUAL M EE T IN G FEBRUARY 13–16, 2010 RITZ-CARLTON, KAPALUA HOTEL MAUI, HI Jointly Sponsored by the American College of Surgeons and the Pacific Coast Surgical Association TABLE OF CONTENTS P A C I F I C C O A S T S U R G I C A L A SSOCIATION 8 1 S T A N N U A L M E E T I N G Scientific Program FEBRUARY 13–16, 2010 Ritz-CaRlton, Kapalua Hotel • Maui, Hi Ta BLE OF CONTENTS Arrangements/Program Committee .....................................................................2 Council officers, Members, and Representatives ................................................3 General Information ..................................................................................................4 Program Information ................................................................................................5 Scientific Program .....................................................................................................6 industry Support Displays .......................................................................................7 evening activities ......................................................................................................8 optional activities .....................................................................................................9 program agenda ......................................................................................................11 Scientific Session agenda .......................................................................................13 -
Neurology Fellowship Application
Department of Neurology & Neurotherapeutics Office of Academic Affairs Parkland Memorial Hospital / University Hospitals Dallas Veterans Affairs Medical Center Children's Medical Center / Texas Scottish Rite Hospital PROGRAM PREREQUISITES • Successful completion of an ACGME accredited Residency of a Neurology or Child Neurology Program (or if applicable Psychiatry, Physical Medicine and Rehabilitation Residency, or similar). • U.S. Citizenship, Permanent Residency, or J-1 Visa APPLICANT INFORMATION Complete all sections. Please enter your name as it appears on your license. Full Name: DOB: LAST FIRST M.I. Address: STREET ADDRESS APT/UNIT # ______________________________________________________________________________________ CITY STATE ZIP CODE Email Address: _________________________________________________________________________________ Social Security No.: ___________________________ Place of Birth: __________________________________ US Citizen ☐ EAD/Green Card ☐ J-1 Visa ☐ Expiration __________________ If applicable, please include a copy of your ECFMG certificate with this application. ECFMG Certificate: ________ ECFMG No.: ____________ Issued Date: _____________ Expiration ______________ (Yes/No) Current PGY level: __________ Desired Fellowship start date: __________________ SELECT WHICH NEUROLOGY & NEUROTHERAPEUTICS FELLOWSHIP(S) YOU ARE APPLYING FOR: ☐ Autoimmune Neurology ☐ Autonomic Disorders ☐Behavioral Neurology ☐Clinical Neurophysiology (Adult) ☐Clinical Neurophysiology (Pediatric) ☐ Epilepsy (Adult) ☐ Epilepsy (Pediatric) -
Boston Children's Hospital / Harvard Medical School Fellowship Training in Pediatric & Reproductive Environmental Health
Boston Children’s Hospital/Harvard Medical School Fellowship Training in Pediatric & Reproductive Environmental Health Speaker Alan Woolf, MD, MPH, FAACT, FAAP, FACMT Director, Pediatric Environmental Health Center, Boston Children’s Hospital Director, Region 1 New England PEHSU Director, Fellowship Training Program Professor, Harvard Medical School School Physician Acknowledgments & Disclosures This material was supported by the American Academy of Pediatrics (AAP) and funded (in part) by the cooperative agreement FAIN: 5 NU61TS000237-05 from the Agency for Toxic Substances and Disease Registry (ATSDR). Funding for this seminar was made possible (in part) by the cooperative agreement award number 1U61TS000237- 05 from the Agency for Toxic Substances and Disease Registry (ATSDR). The views expressed in written materials and by speakers and moderators do not necessarily reflect the official policies of the Department of Health and Human Services. •The views expressed in written conference materials or publications and by speakers and moderators do not necessarily reflect the official policies of the Department of Health and Human Services; nor does mention of trade names, commercial practices, or organizations imply endorsement by the U.S. Government •Neither EPA nor ATSDR endorse the purchase of any commercial products or services mentioned in PEHSU publications. •In the past 12 months, we have had no relevant financial relationships with the manufacturer(s) of any commercial product(s) and/or provider(s) of commercial services discussed -
Primer for Applying to Internal Medicine Residency Programs A
Primer for Applying to Internal Medicine Residency Programs A) Fourth-Year Schedule: • Ideally, schedule the internal medicine sub-internship during July or August in order to procure a letter of recommendation (if needed). • Alternative clinical experiences to consider in place of the sub-internship include: o Away rotations: ▪ Away rotations are NOT required for IM. The majority of students applying to IM across the country do not partake in visiting rotations. Visiting rotations are most helpful if students demonstrate a significant interest in a particular program or location. ▪ Away rotations may increase the chance of an invitation to interview at the hosting institution, but this is NOT guaranteed. ▪ Visiting subspecialty electives are preferred over visiting sub- internships, which require strong institutional systems knowledge to optimize clinical performance. o Critical Care Clerkship o Subspecialty Rotations at Cooper • IM residency interviews often start in mid-October and extend to the end of January with the majority of interviews occurring in November and December. Therefore, plan accordingly. • Schedule a more rigorous clinical experience in the spring to enhance clinical skills prior to graduation in preparation for residency. B) Timeline: C) Curriculum Vitae & ERAS Application: • Timeline: Should include all longitudinal, meaningful experiences from the first day of college until present day. • Experience Boxes: o Research Experience: ▪ Include all meaningful research at both the undergraduate and medical school level -
SAP Crystal Reports
Results of the 2016 NRMP Program Director Survey Specialties Matching Service October 2016 www.nrmp.org Requests for permission to use these data as well as questions about the content of this publication or the National Resident Matching Program data and reports may be directed to Mei Liang, Director of Research, NRMP, at [email protected]. Questions about the NRMP should be directed to Mona M. Signer, President and CEO, NRMP, at [email protected]. Suggested Citation National Resident Matching Program, Data Release and Research Committee: Results of the 2016 NRMP Program Director Survey, Specialties Matching Service. National Resident Matching Program, Washington, DC. 2016. Copyright © 2016 National Resident Matching Program. All rights reserved. Permission to use, copy and/or distribute any documentation and/or related images from this publication shall be expressly obtained from the NRMP. Table of Contents Introduction .................................................................................................................................................... 1 Response rates ................................................................................................................................................. 2 All Specialties................................................................................................................................................. 3 Charts for Individual Specialties Abdominal Transplant Surgery .................................................................................................................... -
August 2013 | Volume 98 Number 8 | American College of Surgeons Bulletin Contents
AUGUST 2013 | VOLUME 98 NUMBER 8 | AMERICAN COLLEGE OF SURGEONS Bulletin Contents FEATURES COVER STORIES: ACS Resident and Associate Society: Diving into the evolving demands of resident training 11 Hold the onions: Training in an era of heightened diversity and expectations 12 Brian J. Santin, MD The role of politics in shaping surgical training 17 Jennifer Baker, MD; Subhasis Misra, MD, MS, FACCWS; Neil J. Manimala, MD; SreyRam Kuy, MD, MHS; and Gerald Gantt, MD Improved communication techniques enable residents to provide better care now and in the future 26 by Raphael C. Sun, MD; Afif Kulaylat, MD; Scott B. Grant, MD; and Juliet Emamaullee, MD International surgery provides opportunities for residents to serve and learn 33 | 1 Shannon L. Castle, MD; Nicolas J. Mouawad, MD, MPH; Konstantinos Spaniolas, MD; and Daniela Molena, MD Early surgical subspecialization: A new paradigm? Part I 38 Scott B. Grant, MD; Jennifer L. Dixon, MD; Nina E. Glass, MD; and Joseph V. Sakran, MD, MPH Early surgical subspecialization: A new paradigm? Part II: Interviews with leaders in surgical education 43 Afif N. Kulaylat, MD; Feibi Zheng, MD; SreyRam Kuy, MD, MHS; and James G. Bittner IV, MD Centennial reprint: Course coordinator describes purposes of ATLS® program 50 BULLETIN OF THE AMERICAN COLLEGE OF SURGEONS ONLINE EDITION • All of the content in the print version • Easily read on mobile devices as well as on desktop computers • Links to “related posts” • Share content across multiple Bulletinonline social media platforms including Facebook, Twitter, and LinkedIn http://bulletin.facs.org. AUG 2013 BULLETIN American College of Surgeons Contents continued COLUMNS A look at The Joint Commission: NAPBC announces milestone: Preventing surgical fires 65 Accreditation of 500 breast centers 78 Looking forward 8 NTDB® data points: Geronimo 67 Procedure-Specific Consents David B. -
(Aoasm) Aoa Update
AOASM– AOA Update April 26, 2021 AMERICAN OSTEOPATHIC ASSOCIATION OF SPORTS MEDICINE (AOASM) AOA UPDATE I. OPENING REMARKS I am Thomas Ely, DO, an osteopathic board-certified Family Physician, and currently President of the American Osteopathic Association. April 18-24, 2021, we celebrated National Osteopathic Medicine Week, highlighting the proud 129-year heritage of osteopathic medicine, reflecting the momentous contributions of DOs – past, present, and future – within the health care system and in the lives of millions of patients. As we reflected on our heritage, we looked forward to our future. So, I thank you for the opportunity to provide a brief update on how the American Osteopathic Association is working for YOU. Even though we have been working in a “virtual world,” I can assure you that the AOA has been involved in many significant activities and areas that have, and will have, definite impact on the osteopathic profession. We are a physician-led, physician-directed organization working to measure, anticipate, and respond to YOUR needs. II. AOA OPERATIONAL PRIORITIES In addition to supporting physicians and students during the pandemic, the operational priorities for my presidential year have been aimed at advancing, enhancing, and building a bright future for the osteopathic profession. My first objective is to Expand the Osteopathic Community. Currently, osteopathic physicians represent approximately 11% of all practicing physicians in the United States, but osteopathic medicine is one of the fastest-growing segments of health care, with a growth increase of almost 300% over the past three decades. We graduate over 7,000 new osteopathic physicians a year and by the end of this decade, we will represent an estimated 20% of all practicing physicians in the United States. -
A Brief Guide to Osteopathic Medicine for Students, by Students
A Brief Guide to Osteopathic Medicine For Students, By Students By Patrick Wu, DO, MPH and Jonathan Siu, DO ® Second Edition Updated April 2015 Copyright © 2015 ® No part of this publication may be reproduced or transmitted 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 publisher. American Association of Colleges of Osteopathic Medicine 5550 Friendship Boulevard, Suite 310 Chevy Chase, MD 20815-7231 Visit us on Facebook Please send any comments, questions, or errata to [email protected]. Cover Photos: Surgeons © astoria/fotolia; Students courtesy of A.T. Still University Back to Table of Contents Table of Contents Contents Dedication and Acknowledgements ................................................................................................................. ii Acknowledgements ............................................................................................................................................ ii Introduction ........................................................................................................................................................ 1 Myth or Fact?....................................................................................................................................................... 2 CHAPTER 1: What is a DO? ..............................................................................................................................