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The Chief Resident Role in Emergency Medicine Residency Programs  [cached]
Hafner, John W. Jr., MD, MPH,Gardner, Joanna C MD,Boston, William S,Aldag, Jean C
Western Journal of Emergency Medicine : Integrating Emergency Care with Population Health , 2010,
Abstract: Study Objectives: Although other specialties have examined the role of the chief resident (CR), the role and training of the emergency medicine (EM) CR has largely been undefined.Methods: A survey was mailed to all EM CRs and their respective program directors (PD) in 124 EM residency programs. The survey consisted of questions defining demographics, duties of the typical CR, and opinions regarding the level of support and training received. Multiple choice, Likert scale (1 strong agreement, 5 strong disagreement) and short-answer responses were used. We analyzed associations between CR and PD responses using Chi-square, Student’s T and Mann-Whitney U tests.Results: Seventy-six percent of CRs and 65% of PDs responded and were similar except for age (31 vs. 42 years; p<0.001). CR respondents were most often male, in year 3 of training and held the position for 12 months. CRs and PDs agreed that the assigned level of responsibility is appropriate (2.63 vs. 2.73, p=0.15); but CRs underestimate their influence in the residency program (1.94 vs. 2.34, p=0.002) and the emergency department (2.61 vs. 3.03, p=0.002). The majority of CRs (70%) and PDs (77%) report participating in an extramural training program, and those CRs who participated in training felt more prepared for their job duties (2.26 vs. 2.73; p=0.03).Conclusion: EM CRs feel they have appropriate job responsibility but believe they are less influential in program and department administration than PD respondents. Extramural training programs for incoming CRs are widely used and felt to be helpful. [West J Emerg Med. 2010; 11(2):120-125.]
Pedagogical training of medicine professors
Costa, Nilce Maria da Silva Campos;
Revista Latino-Americana de Enfermagem , 2010, DOI: 10.1590/S0104-11692010000100016
Abstract: this study examines the pedagogical training process of medical professors at a brazilian university, the meanings attributed to it, and the positive and negative aspects identified in it. this is a descriptive-exploratory study, using a qualitative approach with a questionnaire utilizing open-ended and closed questions and a semi-structured interview. the majority of queried individuals had no formal teacher training and learned to be teachers through a process of socialization that was in part intuitive or by modeling those considered to be good teachers; they received pedagogical training mainly in post-graduate courses. positives aspects of this training were the possibility of refresher courses in pedagogical methods and increased knowledge in their educational area. negative factors were a lack of practical activities and a dichotomy between theoretical content and practical teaching. the skills acquired through professional experience formed the basis for teaching competence and pointed to the need for continuing education projects at the institutional level, including these skills themselves as a source of professional knowledge.
James Dzisah,Henry Etzkowitz
Engevista , 2007,
Abstract: There is an ongoing transformation of the university to add value and strengthenteaching, research and technology transfer capabilities. However, one means of enhancingthe university’s new social and economic development mission is by reinventing theprofessorial role through the concept of ‘Professors of Practice’. Initially used to bringdistinguished practitioners into the university as teachers, the concept is now being appliedto research and entrepreneurship. ‘Professors of Practice’ may link business and sciencedepartments and provide entrepreneurial role models for faculty and students.
Pharmacist educators in family medicine residency programs: A qualitative analysis  [cached]
Jorgenson Derek,Muller Andries,Whelan Anne
BMC Medical Education , 2012, DOI: 10.1186/1472-6920-12-74
Abstract: Background 25-29% of North American family medicine residency programs utilize a pharmacist to teach residents. Little is known about the impact that these pharmacist educators have on residency training. The purpose of this study was to examine the experiences of residents, residency directors and pharmacists within Canadian family medicine residency programs that employ a pharmacist educator to better understand the impact of the role. Methods Recruitment from three cohorts (residents, residency directors, pharmacists) within family medicine residency programs across Canada for one-on-one semi-structured interviews followed by thematic analysis of anonymized transcript data. Results 11 residents, 6 residency directors and 17 pharmacist educators participated in interviews. Data themes were: (1) strong value of the teaching with respect to improved resident knowledge, confidence and patient care delivery; (2) lack of a formal pharmacotherapy curriculum; (3) desire for expansion of pharmacist teaching; (4) impact of teaching on collaboration; (5) impact of teaching on residency program faculty; and (6) lack of criticism of the role. Conclusions The pharmacist educator role is valued within residency programs across Canada and the role has a positive impact on several important aspects of family medicine resident training. Suggestions for improvement focused on expanding the teaching role and on implementing a formal curriculum for pharmacist educators to follow.
Nurses role in nuclear medicine team
Rafat Rezapour
Iranian Journal of Nuclear Medicine , 2010,
Abstract: The multidisciplinary team, comprising doctors, physicists, pharmacists, radiographers, technologists, nurses and administrative staff contribute to the work in nuclear medicine. The nurse can have a vital role in ensuring effective liaison between staff. Since many in-patients attend Nuclear Medicine, the nurse can be a key point of contact for communication between the wards/units and the department, not only in ensuring the best possible continuity of care for the patients, but also in updating and developing the knowledge of ward nurses and doctors. Key Words: Nurse, Nuclear Medicine, Skills, Roles The Nurse Place in Nuclear Medicine Team Nuclear Medicine Nurses educate patients and their careers in order that they can make informed choices about their investigations and treatment. They educate nursing and medical staff about basic nuclear medicine principles and procedures and support training with supervised practice. They inform other nuclear medicine staff about nursing care such as assessment of patient's condition, pain control and comfort. They train staff to recognize emergency situations such as hypoglycemia, anaphylaxis and problems associated with the critically ill. Nurses working in Nuclear Medicine are often involved in or instigate audit and research in order to assess quality of care provided and where possible improve the way in which procedures are performed. Also Nurses may co-ordinate some sessions or clinics to ensure smooth running and continuity of care. The nurse has an important role in the procedures which are undertaken in Nuclear Medicine. What Skills is required? As Nuclear Medicine departments provide a wide variety of investigations to patients from such a large background, the nurse needs to be aware that the role can be diverse and change quite quickly. The following specific skills are required: Adaptable to changing situations Be flexible to meet the needs of patients and procedures. Good communication skills Provide support and education to patients and staff. Ability to learn in a changing and growing specialty. . Many departments have services for adults and pediatrics, therefore an understanding of the needs of pediatrics is important to meet their needs. Conclusion: The role of the nurse varies somewhat between departments, so qualifications will depend upon what each specific department expects and desires.
Pasqualino Caputo,Michael T. Brannick,John Shelton
Journal of Sports Science and Medicine , 2008,
Abstract: Despite the increasing popularity of primary care sports medicine fellowships, as evidenced by the more than two-fold increase in family medicine sports medicine fellowships from a total of 31 accredited programs during the 1998/1999 academic year (ACGME, 1998) to 63 during the 2003/2004 academic year (ACGME, 2006), there are few empirical studies to support the efficacy of such programs. To the best of our knowledge, no studies have been conducted to assess the impact of primary care sports medicine fellowships on family medicine residents' learning of non-musculoskeletal sports medicine topics. Rigorous evaluations of the outcomes of such programs are helpful to document the value of such programs to both the lay public and interested medical residents. In order to evaluate such programs, it is helpful to apply the same objective standards to residents trained across multiple programs. Hence, we would like to know if there is a learning effect with respect to non-musculoskeletal sports medicine topics identified on yearly administered American Board of Family Medicine (ABFM) in-training exams (ITE) to family medicine residents in family medicine residency programs in the United States with and without primary care sports medicine fellowship programs. Review and approval for the research proposal was granted by the ABFM, who also allowed access to the required data. Permission to study and report only non-musculoskeletal sports medicine topics excluding musculoskeletal topics was granted at the time due to other ongoing projects at the ABFM involving musculoskeletal topics. ABFM allowed us access to examinations from 1998 to 2003. We were given copies of each exam and records of responses to each item (correct or incorrect) by each examinee (examinees were anonymous) for each year.For each year, each examinee was classified by the ABFM as either (a) belonging to a program that contained a sports medicine fellowship, or (b) not belonging to a program that contained a sports medicine fellowship. In order to protect anonymity, we did not receive other identifying information about candidates, such as demographics or whether participants belonged to a specific or common program. Thus, we could not group examinees by such variables as race, sex, or specific residency program.Faculty and graduates of the Halifax Sports Medicine Fellowship program at the Halifax Medical Center in Daytona Beach, Florida were asked to sort each examination question into (a) non-musculoskeletal sports medicine questions and (b) general family medicine questions on the ABFM ITE. E
Nuclear Medicine technologist programs in Texas.  [cached]
Brown, Bobby CNMT,,Briscoe, Elma CNMT,,Villanueva-Meyer, Javier MD
Alasbimn Journal , 1999,
Abstract: Nuclear Medicine technologists work in a clinical field of medicine concerned with the diagnostic and therapeutic use of radioactive materials in the treatment of a wide variety of diseases and disorders.The Nuclear Medicine technologists perform varied procedures under the supervision of a physician. They are trained in the use and control of radioactive pharmaceutical agents, the safe administration of these agents to patients, the application of research techniques to Nuclear Medicine, and the performance of administrative procedures necessary to maintain appropriate records. Technologists function in a number of different roles related to the treatment of patients and the diagnosis of diseases. During imaging procedures, for example, the Nuclear Medicine technologist is concerned with the patient’s safety and comfort, as well as the technical aspects of the procedure. In addition, the technologist applies his or her training in medical science and technology in order to accurately perform and record diagnostic procedures.In Texas there are 5 schools of Nuclear Medicine Technology: Amarillo College in Amarillo; Baylor College of Medicine in Houston; Houston Community College in Houston; University of the Incarnate Word in San Antonio and Galveston College in Galveston.The specific program curriculum presented here corresponds to Galveston College. The professional courses are taught at the University of Texas Medical Branch (UTMB) School of Allied Health Sciences and clinical education is undertaken at the UTMB Hospitals.
Papel del Diplomado de Educación Médica en la formación como profesores de los especialistas de Medicina General Integral en el Nuevo Programa de Formación de Médicos Latinoamericanos Role of Medical Education Graduated in training as professors of specialists in Integral General Medicine in the new Program of Latin American Physicians Training  [cached]
Yuxini Acosta Gómez,José Antonio Montano Luna,Maritza Díaz MolledaI,José Carlos Moreno Domínguez
Educaci?3n M??dica Superior , 2010,
Abstract: En el Nuevo Programa de Formación de Médicos Latinoamericanos el modelo pedagógico concibe a un médico insertado en la atención primaria como el profesor principal que conduce el proceso formativo desde el inicio de la carrera. El papel del especialista en Medicina General Integral en su función docente educativa ha sido decisivo, ha adquirido una nueva dimensión, se ha tornado en el docente por excelencia, por su desempe o exitoso como médico y por sus condiciones políticas, morales, éticas y humanísticas. Este programa ha llevado a la incorporación como profesores a miles de médicos, la mayoría especialistas en Medicina General Integral, pero sin previas experiencias docentes. En estas circunstancias se ha incluido en el sistema de Preparación Profesoral el diplomado de Educación Médica como elemento estratégico para garantizar un proceso docente educativo con la necesaria calidad. The New Program of Latin American Physicians Training considers the physician involved in primary care as the main professor managing the formative process from the onset of career. The role of specialist in Integral General Medicine in its teaching function has been essential, has acquired a new dimension, has becomes the professor par excellence, according to its successful performance as physician and by its political, moral, ethical and human conditions. Present program has allowed that thousand of physicians be professor, most are specialists in Integral General Medicine, but without a previous teaching experience. Under these circumstances the Qualification of Medical Education is included into the Profesoral Training as a strategic element to guarantee an educational teaching process with the necessary quality.
The changing role of the subject specialist  [cached]
Michael Cotta-Sch?nberg
Liber Quarterly : The Journal of European Research Libraries , 2007,
Abstract: As we all know, libraries are these years rapidly undergoing change on unparalleled scale. Evidently, this applies to librarians, too, and not the least to that important category of library staff, the subject specialist. As recruiting and education of library workers differ from country to country it is difficult to give a detailed, generally valid description of the subject librarian in libraries, but I believe that you can describe an ideal model of subject librarianship as follows: Within each of the major subject disciplines covered by the library, the library should have a subject specialist preferably with a master degree or at least a bachelor degree in the particular subject discipline. The role of the subject specialist is to perform four basic functions where extensive subject knowledge is considered to be necessary: selecting and classifying books, assisting users with advanced subject inquiries, giving subject-specific courses in information retrieval, and maintaining liaison with relevant academic departments and centres. Personally, I know this system very well since I got employment in the Royal Library in Copenhagen as a subject specialist in psychology in the very month I finished my degree in psychology from the University of Copenhagen, back in 1973. The subject librarian system at the Royal Library in Copenhagen was patterned on the ideal model, as I just described it, and it was closely paralleled in the other academic libraries in Denmark, also the new university libraries which were founded in the seventies.
The Changing Role of Nation-state  [cached]
Yongxiu Zhou
International Journal of English Linguistics , 2011, DOI: 10.5539/ijel.v1n2p269
Abstract: As the process of globalisation and the development of ICT accelerate, the role of nation-state is changing dramatically in that their rules of sovereignty are “increasingly more conditional, negotiable, and complex”. But there is little evidence that nation-state is diminishing, being converged into supra-nation or diverged into sub-nation. Nationalism, which is always fluctuating with the historical tides, has been well alive in its new disguise.
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