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“Medical knowledge is not communicable to the natives of this country.” With these words, James McAdam, Secretary of the Medical Board of Bombay, sounded the death-knell in 1832 of the pioneering medical school set up in Bombay by Governor Mountstuart Elphinstone.Sir Robert Grant, appointed Governor of Bombay in 1834, disagreed, however. He aimed at ‘the general improvement of medical and surgical science and practice among the native practitioners'. With Dr Charles Morehead, he created a medical college superior to those in Calcutta, and Madras. Parsi philanthropist Sir Jamsetjee Jejeebhoy single-handedly donated an entire hospital to complement this college.Graduates from these institutions, trained in scientific medicine of the highest standards, went on to serve their fellow countrymen with distinction.This book narrates how against great odds, Grant Medical College went on to rival medical colleges in Europe and America, and Dr Morehead was invited to help improve medical education at the University of London.

Returning to Homer's Iliad and Odyssey for inspiration, this book uses these epics as a medium through which we might think imaginatively about key issues in contemporary medicine and medical education. These issues include doctors as heroes, and the legacy of heroic medicine in an age of clinical teamwork, collaboration and a more feminine medicine. The authors challenge ingrained habits in medical education, such as the way we characteristically “train” medical students to communicate with patients and colleagues; the reduction of compassion to the “skill” of empathy; the rote recital of the medical history as a “song”; and the new vogue for “resilience” as response to increasing levels of stress and burnout in the profession. A Homeric lens also shows new ways of thinking about translation of medical lingo into patients'understanding, the relatively high levels of anger and error shown in clinical interactions, and modern phenomena such as “whistleblowing” in the face of unacceptable error or misbehaviour. While exhaustion and burnout are becoming more common in medicine, the authors ask if a more lyrical, rather than epic and tragic stance, might benefit medical work.Drawing on a wealth of experience in the field, the book promotes a new kind of medicine and medical education fit for the 21st century, but envisages these through the ancient lens of Homer's two epics. In the heroic glory elaborated in the Iliad and the themes of homecoming and hospitality set out in the Odyssey, Homer provides a narrative arc that is a blueprint of modern medicine's development from a heroic endeavour to a contemporary collaborative provision of hospitality, where the hospital remains true to its name and doctors engage in work of care rather than “fighting” disease with the hospital as battleground.

Dr. Matthew Moeller steps up and provides an educated voice on the challenges confronting all doctors-in-training, ultimately seeking a way forward for more efficient and better patient care. This book is for students who are thinking about a career in medicine, patients who are frustrated with America's healthcare system, and lawmakers who need an insider's perspective when making healthcare laws. Read Dr. Moeller's honest and multi-angled stories of call night, match day, the rigorous academic schedule of medical school, the tireless hours of internship, his years of fellowship training, and humanistic accounts of patient care as he transforms from student to practicing physician. As a bonus, he provides an insiders'analysis on how to “fix” the healthcare system so physicians can focus more time on taking care of patients and less time on meaningless work that has nothing to do with patient care.

The medical profession requires extensive training and preparation in order to ensure the success and competency of future doctors and healthcare professionals. With an emphasis on professional development and medical education, current professionals in this field acknowledge the importance of residency programs and training in the professional development of future doctors. Optimizing Medicine Residency Training Programs presents a comprehensive overview of chapters ranging from the history of medicine to opportunities and research for further exploration geared toward the professional development and medical training for the next generation of doctors and healthcare professionals. This publication is an essential reference source for academicians, practitioners, and professionals interested in the education and training of modern medical professionals.

Following up on Mindful Medical Practice, this book describes in detail how mindfulness is being taught to medical students, residents, practicing physicians, and allied health care professionals. Steps to set up and integrate programs into curricula are featured and educators'questions concerning practical aspects of doing this work are addressed. The argument on how to promote the kinds of leadership and cultural changes necessary are also discussed along with the many challenges facing health professionals in multiple settings. Mindful Medical Practitioners is an invaluable resource that raises interest, provides a rationale and details how to integrate mindfulness into clinical work and serves as a guide for those qualified to teach it.

The terms gender, careers and inequalities were chosen to delineate the conceptual framework of this book - the second volume of a new series focussed on equality, diversity and inclusion issues. Each of the concepts adds to a different and unique dimension to the study of medicine and medical education. Gender allows for a reading of power and exclusion of women in medicine and medical education. Careers and inequalities draw attention to the multiplicity of factors that influence women's participation in the medical profession including the interconnectedness of gender, race, ethnicity, age, sexuality, creed and disability in the workplace. Scholars bring insights from across disciplines of social sciences, including sociology, medical anthropology, psychology, and human resources management and have been encouraged to provide cross-national and multi-dimensional insights through comparative analysis.

Due largely to the explosion of information related to molecular medicine, the introduction of new courses and concepts behind professional skill, medical ethics and mechanism of actions of new drugs, the medical curriculum has now become more crowded than ever. This is complicated by the fact that the time to study medicine has become compressed over the past two decades. Thus, if we have to bring 21st century curriculum to the medical students we must be innovative in terms of our approach to design a very compact curriculum in the presence of decreased contact hours to fulfill the need of more integration. The present book highlights the evolution of the medical curriculum and describes a state-of the-art approach that indicates the essential points behind designing a curricular map. Care has been taken to bring a concept that no particular curriculum may fit to the need of a medical school and thus it is necessary to fine tune a system that is ever rolling and dynamic in the context of medical education. The book not only addresses issues behind designing a curriculum for 21st century medical students but emphasizes key issues such as integration, evaluation and assessment, students'feedback and 21st century modalities necessary for clinical and laboratory skill. The book is the first of its kind to address “Health and Disease” through understanding of the medical curriculum and should be very valuable to all medical educationists.

The Residency Program Director's Handbook, Second Edition Sara Multerer, MD, FAAP, Linda S. Nield, MD, and Jennifer Reemtsma, M.EdThe Residency Program Director's Handbook, Second Edition, is an on-the-job manual tailored to residency program directors and administrators. In this updated edition, Sara Multerer, MD, FAAP, Linda S. Nield, MD, and Jennifer L. Reemtsma, M.Ed, provide expert tips for developing a disciplinary policy, measuring outcomes, evaluating residents and faculty, assessing a curriculum, navigating the program director's role in the Next Accreditation System (NAS) and Clinical Learning Environment Review (CLER), and other ACGME requirements. This book will streamline the day-to-day responsibilities of graduate medical education office and reveal new and innovative teaching strategies to reach your residents. This updated edition of The Residency Program Director's Handbook is a complete guide to the director position that also includes tips for evaluating a program's strengths and weaknesses, developing goals, and overseeing committees. This book will also help directors of AOA-accredited programs transition to a single accreditation system.Table of Contents:Chapter 1: Graduate Medical Education The Accreditation Council for Graduate Medical Education Residency Review Committees of the ACGME ACGME Policies for Programs Chapter 2: The Program Accreditation Process Overview Program Evaluation Committee and Annual Program Evaluation New Accreditation for Programs: Site Visits and Citations Chapter 3: Institutional Requirements: Balancing Your Role, Residents, and Regulatory Responsibilities The ACGME and the Institution Residents and the Institution Chapter 4: Residency Program Personnel and Resources Program Director Program Coordinator Faculty Other Program Personnel Program Resources Chapter 5: Sponsoring Institution Requirements of ACGME-Accredited Programs Organization of the Graduate Medical Education Committee Responsibilities for Oversight: GME Policies Resident Contracts/Agreement of Appointment Annual Institutional Review Special Review Process Chapter 6: Education Program Requirements: Structuring Your Curriculum Didactic Curriculum Developing Goals and Objectives Evaluating Effectiveness/Assessing Strengths and Weaknesses Linking Goals and Objectives to Outcomes Chapter 7: Measuring Outcomes in Medical Education Entrustable Professional Activities The Core Competencies and Sub-Competencies Milestones Chapter 8: Clinical Learning Environment Review Chapter 9: Program Director Duties Resident Recruitment SOAP Visas Resident Orientation Policies Didactic and Clinical Education Faculty Interface With ACGME Resident Rotation Schedule Off-Site Rotations Program Letter of Agreement Affiliation Agreements Supervision Scholarly Activity Evaluations Goals and Objectives Program Budget Committees Transition of Care Alertness Management/Fatigue Mitigation Semiannual Resident Performance Reviews Resident Retreat Resident Graduation Chapter 10: Committees The Clinical Competency Committee The Program Evaluation Committee The Resident Selection Committee The Graduate Medical Education Committee Chapter 11: Evaluations Residents Faculty Program Chapter 12: Developing a Resident Disci

The Residency Coordinators Handbook, Third Edition Alice Gordon, BA; Janet J. Harszlak, PhD; Ruth Nawotniak, MS, C-TAGME; Paige Rinehart, BS, C-TAGME, CPS; Amy K Romandine, C-TAGME; Jeri L. Whitten, C-TAGME Your desktop companion for managing an efficient medical residency program. The Residency Coordinator's Handbook, Third Edition is a comprehensive manual and training resource for residency and fellowship program coordinators. This newly updated and expanded version provides insight into the ACGME's Next Accreditation System (NAS), clinical competency committees, and Milestones. New and veteran coordinators will benefit from the guidance, sample policies, and program tools they can implement immediately. This book and downloadable toolkit offers residency program coordinators the education and field-tested solutions to ensure a successful and efficiently run residency/fellowship program. What's new in this edition? All chapters have been fully updated to reflect any changes that pertain to residency coordinators, including: A new chapter on the residency coordinator's role in the Next Accreditation System.A new chapter on managing a medical fellowship program. This product will help residency program coordinators: Identify the key components and structure of NASInterpret the language of NASManage their everyday responsibilitiesDefine the role of the coordinatorUnderstand GME and GME terminologyManage the recruitment, orientation, and credentialing processCreate a work environment in compliance with ACGME requirementsDevelop a stronger relationship with program directors Take a look at the Table of Contents: Chapter 1: What Is Medical Education? Undergraduate Medical EducationGraduate Medical EducationContinuing Medical EducationChapter 2: The Role of the ACGME The Accreditation ProcessCommunications With the ACGMEThe ACGME and Your InstitutionChapter 3: The Next Accreditation System RationaleComponentsStructureAnnual Accreditation StatusEffects on InstitutionLanguage of NASOutcomesChapter 4: The Program Director-Program Coordinator Relationship Navigating the Program Director-Coordinator RelationshipWays to Build Better Relationships With Program DirectorsChapter 5: Roles and Expectations of the Program Coordinator Perceptions of the Coordinator's RoleNine Learning Activities for CoordinatorsChapter 6: Managing Graduate Medical Education Training Programs Case ManagementRotation SchedulingCurriculumEvaluation StructureData ReportingMonitoring Resident ActivitiesChapter 7: Managing a Surgical Residency Program RecruitmentCase ManagementRotation SchedulingCurriculumChapter 8: Managing a Medical Specialties Residency Program Chapter 9: Managing a Hospital-Based Specialties Residency Program Chapter 10: Managing a Fellowship Program Chapter 11: Recruitment Chapter 12: Orientation of Residents, Program Directors, Faculty, and Coordinators New Resident OrientationFaculty OrientationProgram Coordinator OrientationCoordinator's Role in New Program Director OrientationChapter 13: Credentialing Residents Internal Credentialing: New ResidentsInternal Credentialing: Existing ResidentsExternal Credentialing RequestsHow to Respond to Verification RequestsChapter 14: Resident Work Environment Chapter 15: Coordinator's Guide to Educational Terms and Curriculum Traditional vs. Competency-Based EducationHow Residents Acquire KnowledgeEvaluationBasic Terms of Curriculum BuildingChapter 16: Educational Enhancement: A Remediation Strategy Terminology Is Key: Educational Development ProgramsWhat Is Educational Enhancement?The Role of the Coordinato

Medical Education: Global Perspectives, Challenges and Future Directions'is a sixteen chapter book organized into three sections. Part One contains seven chapters dealing with general issues of interest to many medical educators throughout the world including international aspects of medical education, and aspects of professionalism and providing support and encouragement to trainees via feedback and mentorship. Part Two is more specific and focuses on simulation, targeted content areas and different techniques to teach medical material. Finally, Part Three is rooted in the affective area of medical training and concerns itself with quality of life, spirituality, ethical responsibilities and finally the need to manage uncertainty as an omnipresent concept in medical care. The authors come from eleven countries and five continents. Each chapter's authoring team has worked diligently to construct a readable, informative collection of concepts and useful material that spans a wide range of issues in medical education and the chapters viewed as a whole seek to transcend our global boundaries. The book provides interested readers with a treasure trove of practical wisdom that is directly applicable to medical education. Since the setting in which the clinical phases of medical education occurs are actual clinical settings where patients receive care, the profession and the community-at-large have a vested interest in maintaining the highest standards for medical training and education while high quality health care is delivered to these patients in the training environment. Thus, the book has broad appeal and its practical wisdom will be of interest to medical educators, policy makers, education scholars and the lay public as well.

Helping Health Workers Learn is an indispensable resource for all health educators. This heavily illustrated book shows how to make health education engaging and effective, while emphasizing a people-centered approach to care. It also presents strategies for effective community involvement through participatory education. Topics include: activities for mothers and children; tips for using theater, flannel-boards, and other techniques; strategies for producing low-cost teaching aids; and how to build on a community's traditions, experiences, and strengths.

Demonstrationstafeln für die Kleintiersprechstunde sind ein wichtiges Kundenbindungsinstrument. Diese Sammlung von instruktiven Bildtafeln ermöglicht dem Tierarzt die wichtigsten chirurgischen Eingriffe anschaulich und verständlich zu erklären. Die Demonstrationstafeln berücksichtigen die häufigsten Operationen bei Hund und Katze.

Das novellierte Krankenpflegegesetz, das zum 01.01.2004 in Kraft trat, bescherte den Gesundheits- und Krankenpflegeschulen einige Neuerungen. Dazu gehörte zum Beispiel, die Zuweisung der Zuständigkeit für die Praxisbegleitung in den Verantwortungsbereich der Schule. Dieses Werk beschäftigt sich zu Beginn mit den gesetzlichen Vorgaben, weiteren Bedingungen und Problemen in der Pflegeausbildung und beschreibt die Umsetzung der Praxisbegleitung an einem konkreten Beispiel. Das Forschungsdesign besteht aus einer quantitativen und einer qualitativen Erhebung. Die quantitative Erhebung untersucht, ob und in welchem Ausmaß die Planung des Forschungsfeldes realisiert wurde. Im qualitativen Teil wird die Relevanz der verschiedenen Formen der Praxisbegleitung für die praktische Ausbildung ermittelt. Zentrales Anliegen dieses Buches ist es, Erkenntnisse aus der Ausbildungspraxis für die Ausbildungspraxis zu gewinnen und darzustellen.

The medical education community has witnessed lately several trends and innovations in medical education curricula; however, the application of the controversial Problem-Based Learning (PBL) strategy in medical schools was the most widely known major curricular intervention in the last century. In recent years; PBL effectiveness, its research studies, and research in medical education field in general, has been a subject of considerable interest and debate. Although the research is still inconclusive, there is good evidence that PBL approach delivers on some very important issues. This book highlights how the integrity and quality of the research studies in medical education, especially those that evaluated the PBL approach, have evoked many controversial issues.

A good doctor must pay attention to cultural and anthropological factors that influence a patient's lifestyle and any resulting need to adjust personal lifestyle in the interests of health. Cross-cultural differences in the patient's expectations must also be taken into account, accepted patterns of treatment and health outcomes. Often, a family physician must be prepared to address psychological problems rather than the presence of a clear-cut organic disease of the type anticipated by those formulating evidence-based treatment recommendations. The quality of an individual medical practice and levels of health achieved can be rated by both the patients who are treated and peers from the health professions, although the views of both groups must be accepted with caution. The quality of any given practice can be enhanced by considering the usual motivators, stressors and personal qualities of a successful physician. Humans have undergone a progressive evolutionary adaptation to their immediate environment over many millennia. Illnesses thus arise because the current generation of homo sapiens no longer maintains the life-style to which it became so well adapted over the centuries. A good physician recognizes the problems inherent in our current urban lifestyle and seeks to maximize the individual's health potential by focusing on preventive medicine and the development of health habits such as exercise and diet that are more appropriate to our constitutional background. This book explores the criteria necessary for competent patient care and compassion to address the emotional needs of the patient.

Until recently professionalism was transmitted by respected role models, a method that depended heavily on the presence of a homogeneous society sharing values. This is no longer true, and medical schools and postgraduate training programs in the developed world are now actively teaching professionalism to students and trainees. In addition, licensing and certifying bodies are attempting to assess the professionalism of practising physicians on an ongoing basis. This is the only book available to provide guidance to those designing and implementing programs on teaching professionalism. It outlines the cognitive base of professionalism, provides a theoretical basis for teaching the subject, gives general principles for establishing programs at various levels (undergraduate, postgraduate, and continuing professional development), and documents the experience of institutions who are leaders in the field. Teaching aids that have been used successfully by contributors are included as an appendix.

Este texto es una recopilacion de escritos que aspira a propiciar en los lectores reflexiones sobre el trabajo clinico. Va dirigido a los medicos que cotidianamente atienden a pacientes.

Este libro esta dirigido a quienes ejercen la funcion docente en las instituciones de salud y a quienes aspiran a hacerlo.

This work is aimed at practitioners who teach in a clinical setting, and should be relevant to those new to teaching as well as to qualified health professionals. Chapters cover the theory of learning and teaching, but the emphasis is more on the practicalities of teaching.

著者の半世紀以上にわたる医師生活で培われた思想と思索のエッセンスを凝縮した『日野原重明著作集』から厳選・加筆して上下巻にまとめた。科学的に急速に進歩している医学や看護において、その基盤にある“アート”への回帰と新しい創造の必要性を説く。