Relevant bibliographies by topics / A school at a medical clinic

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'A school at a medical clinic'

Author: Grafiati
Published: 9 August 2021
Last updated: 3 February 2022

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Journal articles on the topic "A school at a medical clinic"

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DAUBE, Jasper R. "Medical Education at Mayo Clinic (Mayo Medical School)." Journal of UOEH 13, no. 3 (1991): 207–15. http://dx.doi.org/10.7888/juoeh.13.207.

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Conte, Hope R., Robert Plutchik, Katherine V. Wild, and Peter Buckley. "Medical School Stressors and Emotional Disturbance." Psychological Reports 57, no. 3_suppl (December 1985): 1192–94. http://dx.doi.org/10.2466/pr0.1985.57.3f.1192.

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Responses of 21 medical students requesting psychiatric evaluation at a personnel clinic were compared on a 33-item measure of stress with those of 25 medical students who had never been involved in psychiatric treatment. Items distinguishing clinic and comparison groups related to general psychological problems such as anxiety and difficulty concentrating on work rather than to problems related to the medical school experience per se, such as dealing with very sick people or worry over having to make life and death decisions.
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De, Arun Kumar, Souvik Mitra, Kollol Das, Sebanti Goswami, and Sukanta Chatterjee. "Sensitization and its impact on Reproductive and sexual health issues of adolescents in clinics and schools - a comparative study." Asian Journal of Medical Sciences 2, no. 1 (May 14, 2011): 23–27. http://dx.doi.org/10.3126/ajms.v2i1.3537.

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Objective: Adolescent Reproductive and Sexual Health Issue is an important component of Youth Friendly Health Services. The objective of this study to compare the impact of sensitization on adolescent reproductive and sexual health issues of adolescent clients between clinic and school setting using the youth-friendly principles. Material & Methods: An urban–based prospective longitudinal study, conducted at adolescent health clinic and schools. The participants are adolescents in the age group of 14-18 years (both boys and girls). Intervention: Youth-friendly sensitization. Main outcome measures: Change in the knowledge on different ARSH issues among adolescent clients in both clinics and schools. Results: Statistically significant improvement (p values< 0.05) in knowledge on various aspects of ARSH issues among adolescent clients in both clinic and school setting. Conclusion: Youth-friendly sensitization makes positive change in the knowledge of adolescents on ARSH issues in both clinics and schools. Key Words: Adolescent; ARSH (adolescent reproductive and sexual health); Condom; Menstruation; Sensitization DOI: 10.3126/ajms.v2i1.3537 Asian Journal of Medical Sciences 2 (2011) 23-27
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Modi, Anita, Michele Fascelli, Zachary Daitch, and Mohammadreza Hojat. "Evaluating the Relationship Between Participation in Student-Run Free Clinics and Changes in Empathy in Medical Students." Journal of Primary Care & Community Health 8, no. 3 (December 29, 2016): 122–26. http://dx.doi.org/10.1177/2150131916685199.

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Purpose: We explored differences in changes in medical student empathy in the third year of medical school between volunteers at JeffHOPE, a multisite medical student–run free clinic of Sidney Kimmel Medical College (SKMC), and nonvolunteers. Method: Volunteerism and leadership experience at JeffHOPE were documented for medical students in the Class of 2015 (n = 272) across their medical educations. Students completed the Jefferson Scale of Empathy at the beginning of medical school and at the end of the third year. Students who reported participation in other Jefferson-affiliated clinics (n = 44) were excluded from this study. Complete data were available for 188 SKMC students. Results: Forty-five percent of students (n = 85) volunteered at JeffHOPE at least once during their medical educations. Fifteen percent of students (n = 48) were selected for leadership positions involving weekly clinic participation. Nonvolunteers demonstrated significant decline in empathy in medical school ( P = 0.009), while those who volunteered at JeffHOPE at least once over the course of their medical educations did not show any significant decline ( P = 0.07). Conclusions: These findings suggest that medical students may benefit from volunteering at student-run free clinics to care for underserved populations throughout medical school.
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Hixson-Wallace, Julie A., Beth Barham, Randell K. Miyahara, and Charles M. Epstein. "Pharmacist Involvement in a Seizure Clinic." Journal of Pharmacy Practice 6, no. 6 (December 1993): 278–82. http://dx.doi.org/10.1177/089719009300600604.

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The role of the clinical pharmacist in ambulatory care settings has expanded in the last several years. Various types of clinical pharmacy services in ambulatory clinics have been reported in the literature. This article seeks to describe the involvement of clinical pharmacists as primary-care givers in an outpatient neurology-seizure clinic of the Veterans Affairs Medical Center in Atlanta, GA. The Neurology-Seizure clinical pharmacy services are provided by faculty, residents, and students from Mercer University Southern School of Pharmacy. The faculty members have been granted clinical privileges to practice in the ambulatory clinics in order to function with authority to perform such duties as giving medication renewals, and writing in the medical chart. In the clinic itself, the pharmacist is responsible for providing a medication profile, an initial interview with the patient, a minor neurological examination, presentation of the patient to the attending neurologist, writing of a SOAP (subjective, objective, assessment and plan) note, an end-of-appointment consultation, completion of a clinic flow sheet, maintenance of the clinic record, follow-up phone calls relating the results of anti-epileptic drug levels, and monthly quality assurance summaries. Clinical pharmacist-supervised primary care outpatient clinics can be rewarding endeavors. Through close patient contact and interaction with attending physicians, pharmacists can greatly assist with pharmaceutical care and provide expert drug management of seizure patients.
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Nugraha, Enung, and Encep Syarifudin. "Improving Health Behavior Standard Through Modern Islamic Boarding School." Jurnal Kesehatan Masyarakat 16, no. 3 (March 17, 2021): 445–51. http://dx.doi.org/10.15294/kemas.v16i3.23112.

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The purpose of this study is to explain health behavior standard of modern Islamic boarding school. The sample was determined purposively in Modern Islamic Boarding School in Banten Province, of Indonesia and respondents were 90 people with simple random techniques. This research uses descriptive quantitative method and data from the questionnaires. The results of this research showed that health behavior residents of Islamic boarding schools can be improved by predisposing factors such as (category of fairly good education and good income category), enabling factors (facilities for clinic/poskestren included: room/place, the medical and non-medical equipment and medicines in the good category) and strengthening factors (cadres of Poskestren, management aspect of clinic/poskestren, aspect of observation on the health and from the aspect of healthy behavior in the good category). A dominant factor to improving health behavior residents of Islamic boarding schools is the reinforcing factor.
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Ordoñez, Dora, and Gustavo Sinisterra. "Characterization of patients who attend the Register, Diagnostic and Emergency Clinic at School of Dentistry, Universidad del Valle, Cali Colombia in 2011." Revista Estomatología 20, no. 2 (September 29, 2017): 24–28. http://dx.doi.org/10.25100/re.v20i2.5738.

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There is little information available regarding the characterization of patients who attend Dentistry public school Clinics in Colombia. The records of patients who attended a public Dental school clinic (CIDU) were analyzed. The characterization was developed using the following variables: origin, age, medical history, gender, medical treatment at the time of consultation, dental care treatment at the time of consultation, medication intake , marital status, affiliation to a health service, education level, and more frequent diagnoses using the International Code of diseases (ICD). The main goal of this research is the characterization of 612 patients who attend and register in the dental diagnostic and emergency clinic (CIDU) at Universidad del Valle, school of dentistry,in Cali Colombia. The fieldwork for this research was carried out between February 7 and December 16, 2011. The purpose is to have reliable information about the profiles of the patients and thus encourage proper planning from an infrastructural, teaching and health care perspective.
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Makadia, Frini, Priya P. Mehta, Clayton E. Wisely, Juan E. Santiago-Torres, Katherine Hartmann, and Mary J. Welker. "Creating and Completing Service-Learning within Medical School Curricula: From the Learner’s Perspective." International Journal of Medical Students 3, no. 2 (August 31, 2015): 88–91. http://dx.doi.org/10.5195/ijms.2015.123.

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Background: This article describes a service-learning project implemented at local free clinics by students at the Ohio State University College of Medicine and identifies key factors in their success. Methods: In response to a lack of longitudinal patient-physician relationships at free clinics, the students developed an initiative linking free clinic patients with diabetes to primary care homes for longitudinal care and counseled patients on the benefits of establishing a longitudinal relationship with a primary care physician. Results: All patients counseled were linked, compared to a historical 10% linkage rate, and 78% of patients scheduling initial appointments. Five factors were identified and listed by the students as key to the project’s process, success, and impact. Conclusion: Although all of these listed factors may prove difficult to replicate, this case-study serves as a model for other medical schools incorporating service-learning and exhibits that medical students can become integral portions of healthcare infrastructure.
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Alins Sahun, Yolanda, Kerry Camara, Kathryn Gething, Daniel Shenck, Jason Gane, and Yincent Tse. "Setting up school-based diabetes clinics to engage adolescents who frequently ‘were not brought to clinic’ and improve self-management." Archives of Disease in Childhood 105, no. 6 (April 20, 2019): 598–99. http://dx.doi.org/10.1136/archdischild-2018-315313.

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Optimising attendance rates in outpatient’s clinics is important to ensure good clinical care and to avoid waste of scarce medical resources. We identified a cohort of teenagers that frequently were not brought (WNB) to the paediatric diabetes multidisciplinary clinics, compromising patient care and reducing compliance with National Padiatric Diabetes Audit (NPDA) standards. As these teenagers attend five local secondary schools, we initiated a quality improvement project to test the benefit of taking clinics into schools. From January 2017, after extensive engagement with stakeholders, quarterly clinic at school with a diabetic nurse and physician were offered to all teenagers with type 1 diabetes mellitus in these five schools. A semistructured interview was administered to identify their concerns about diabetes. HbA1c was checked, and glucose meters were downloaded. Outcome data were compared with previous 9 months. 34 teenagers were targeted (17 initially identified as frequent non-attenders and 17 controls at same schools). The hospital WNB rate was reduced in the intervention group by 50%, and patients not seen at least once in 3 months reduced from 9/17 to 1/17. Teenage patients expressed an increased positive experience. Relevant knowledge gaps and emotional difficulties were additionally identified and addressed. Lifestyle issues not previously known to team were also unveiled, for example, poor school attendance, bullying or high-risk behaviours. School clinics improved contact in this difficult to reach group. It shows promise as a vehicle to enhance engagement of young people in self-care, actively preparing them for transition.
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Galowitz, Paula. "The Opportunities and Challenges of an Interdisciplinary Clinic." International Journal of Clinical Legal Education 18 (July 8, 2014): 165. http://dx.doi.org/10.19164/ijcle.v18i0.5.

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<p>Law school clinics in many countries increasingly provide the major opportunities that law students have to engage in interdisciplinary collaborations with other professionals. The collaboration may be with a wide range of professionals, such as: doctors and medical students; social workers and social work students; business school students; engineering faculty and students including biomedical engineering students; nursing students; and experts in public health, education, mental health or palliative care. It can occur in diverse contexts or targeted to specific populations, such as children, the elderly, victims of domestic violence or low-income business owners.</p><p>Some examples of these interdisciplinary clinics illustrate their variety. Clinical legal education initiatives in South Africa, Thailand and Ukraine promoted public health through programs that partnered with the Law and Health Initiative of the Open Society Institute’s Public Health Programs. In South Africa, palliative care was integrated with legal services; law students worked with staff at a hospice association to conduct workshops on wills, debts and family law for hospice caregivers. In Ukraine a Medical Law Clinic was started to advise and represent clients; in Thailand a law clinic wrote an HIV/AIDS Community Legal Education Manual, collaborated with organizations working on health and human rights issues to discuss harm reduction and incarceration, and implemented community education programs in prisons, detention centers and community centers. At Palacky University in the Czech Republic a new Patient’s Rights Legal Clinic, which prepares students to give legal advice, is taught by lecturers of the medical faculty and lawyers from a human rights non-profit. A clinic in the United States provides business planning and legal advice to small businesses; law and business students collaborate to assist with community economic development. Another United States clinic combines students in law, business, medicine, social work, biomedical engineering, and arts and sciences in a collaboration focused on intellectual property and business formation, with an emphasis on biodiversity and agricultural-biotechnology innovations.</p>
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Dissertations / Theses on the topic "A school at a medical clinic"

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Eid, Tarek. "Why do Physicians Volunteer at Medical Schools and Free Clinics?" Thesis, The University of Arizona, 2018. http://hdl.handle.net/10150/626849.

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Doetsch, Jane Marie. "Initial planning of a school-based clinic: pilot project in the Moreno Valley Unified School District." CSUSB ScholarWorks, 1989. https://scholarworks.lib.csusb.edu/etd-project/539.

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Mumaw, Christopher Allen. "Design and implementation of a sports medicine clinic with emphasis on the high school student-athlete." CSUSB ScholarWorks, 1989. https://scholarworks.lib.csusb.edu/etd-project/515.

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Booth, Jeremy. "Assembling practice in clinical placements at a new medical school." Thesis, University of York, 2017. http://etheses.whiterose.ac.uk/18488/.

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Sociological studies of undergraduate medical education classically concentrated on students and tutors in the clinical environment and paid scant attention to course structures, systems of assessment or the institutional context in which medical education is embedded (Merton, Becker, Foucault, Atkinson, Bosk). Like them, this thesis offers a close ethnographic focus on the clinical experience, but combines it with a sociology of associations that explores the network of institutions and processes that impinge on it. Employing an ‘extended case method’ it focuses on the creation of a new medical school, and building on previous studies applies new materialist perspectives to explore the development and processes of regulation, the organization of supervision and assessment, and the embodied nature of practice (Burawoy). After an analysis of the original aims and development of the GMC’s Tomorrows’ Doctors it examines the school’s early years, focusing on the assessment of professionalism. It shows how the need to transfer information between the school and the NHS shaped assessment, and explores the clinical legitimation of the types of assessment to inform a discussion of their exchange-value and use-value. It presents the results of observations in clinical placements through Foucault’s perspective of the gaze and the ‘implicit labour of language’ in the assembly of practice, and by treating the senses used in patient consultations as mediators. It shows how patient-centered practice continues to reproduce a traditional individualized medicine and its hierarchy, and argues that patients in the community of practice serve as exemplars for comparison, learning, and the definition of the field of medicine itself. Following Kuhn’s assertion that scientific communities are best discovered by examining patterns of education and communication, this broader perspective makes an original contribution to the sociology of knowledge as well as to the fields of professional education and healthcare provision.
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Kazemekas, Lynn M. "The Development of instructional strategies by clinical medical school faculty." Diss., Virginia Tech, 1991. http://hdl.handle.net/10919/37230.

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This study described the instructional practices of selected clinical medical school faculty. It addressed the following questions: - how do medical and surgical clinical faculty select/design and combine instructional methods and media in teaching clinical content? - what influences clinical faculty use of a particular method or medium for clinical teaching? The primary purpose of this research was to investigate how clinical medical school faculty make pedagogical decisions and carry out their instruction in clinical patient care settings. The research described the clinical faculty members' instructional practices with medical students and how the medical apprenticeship system is used for their clinical instruction. The research involved two medical schools and a sample of four clinical faculty representing surgical and medical practice. A general method of descriptive research was employed including the data-gathering techniques of participant observation, interviewing, and collection of documents. Strategies developed by Spradley (1980) and Erickson (1986) were used for data analysis. Findings indicated that the sample clinical faculty do not use an instructional planning process such as described by Gagne and Briggs (1979) or Wildman and Burton (1981). Instead, they select instructional methods and media intuitively, carefully monitoring the medical students' reactions to their instruction. The data show the instructional techniques that include the human element -- defined here as personcentered methods -- are selected most often.
Ed. D.
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Miller, Deborah Ann 1952. "Critical Thinking Skills Related to Pre-Clinical Medical School Course Examinations." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc279394/.

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The major purpose of this study was to determine if pre-clinical medical school course examinations reflect critical thinking skills. The entire second year class from a medical school in the southwest made up the population. Student examination results from the first two years as well as scores on the Watson-Glaser Critical Thinking Appraisal were used in this study.
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Campbell, Natasha. "Placebos in medicine: from conceptualizations in medical school to integration in clinical practice." Thesis, McGill University, 2012. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=107754.

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Placebo effects constitute context-dependent medical phenomena, and exemplify the link between psychosocial factors and physiological processes. By surveying medical students (Study 1) and practicing physicians (Study 2), the present thesis explores the knowledge and attitudes towards the role of placebos, and their related effects, in the clinic. In addition, this thesis addresses the ethics of deception in clinical practice (Commentary Response 1). Findings from Study 1 demonstrate that medical students are unaware of many non-drug effects that influence response to treatment, and yet, approximately 40% reported that they would prescribe a placebo in clinical practice. Such placebo science knowledge is critical, moreover, considering recent reports documenting the widespread use of placebos in clinical practice. These findings may foster informed discussions regarding the inclusion of placebo science in medical curricula. Study 2 reveals substantive differences among subspecialties of medicine, specifically between psychiatrists and non-psychiatrists, on the issue of placebos. Moreover, approximately 20% of physicians in Canada reported that they have prescribed or administered a placebo in the course of routine clinical practice. Such findings have implications for formal policy regarding the use of placebos in the clinic. Altogether, these findings underscore the crucial role placebos and non-drug effects have within the medical community, and emphasize the value of further exploration into the intricacies of placebo knowledge, patterns of use, and efficacies within various practices.
Les effets du placebo constituent un phénomène médical lié au contexte et illustrent le lien entre les facteurs psychosociaux et les processus physiologiques. Suite à un sondage mené auprès d'étudiants en médecine (Étude 1) et auprès de praticiens (Étude 2), cette thèse explore les connaissances et les attitudes vis-à-vis du rôle des placebos et de leurs effets dans le cadre clinique. De plus, la présente étude aborde les questions éthiques qui reposent sur la tromperie en clinique (Réponse au Commentaire 1). Les résultats de l'étude 1 démontrent que les étudiants en médecine ignorent l'influence de divers éléments non médicamenteux sur la réaction aux traitements, pourtant, 40% d'entre eux ont déclaré qu'ils prescriraient un placebo lors de leur pratique clinique. Être au fait des dernières recherches sur le placebo est critique, tout particulièrement lorsque l'on considère les derniers rapports sur l'utilisation du placebo dans le cadre clinique. Ces recherches peuvent mener à des discussions éclairées sur l'ajout de cette science aux études médicales. L'étude 2 révèle qu'il existe à ce sujet des différences substantielles au sein des spécialisations, tout particulièrement entre les psychiatres et les non-psychiatres. Par ailleurs, environ 20% des médecins au Canada ont signalé qu'ils avaient prescrit ou administré un placebo au cours de leur routine clinique. De tels chiffres ont des conséquences sur la réglementation qui entoure l'usage des placebos lors de routines cliniques. En somme, ces résultats soulignent le rôle crucial joué par les placebos et les effets non médicamenteux au sein de la communauté de médecins et l'importance d'explorer davantage les connaissances liées au placebo, son usage et son efficacité dans le cadre de diverses pratiques.
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Haubert, Lisa Marie. "Surgical Clinical Correlates in Anatomy: Implementation of a First-Year Medical School Program." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1253374287.

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Wicks, Mark. "Meaning making from negative encounters between students and clinical faculty in a state medical school /." Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/7836.

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Peckover, Christopher Allen. "Iowa school finance equity: a value-critical policy analysis." Thesis, University of Iowa, 2010. https://ir.uiowa.edu/etd/571.

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Books on the topic "A school at a medical clinic"

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Seglie, Susan M. JR gets ready for school: A visit to the health clinic. [Pittsburg, Kan.]: Pittsburg State University, 2001.

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Thomasma, David C. Clinical medical ethics cases and readings: Loyola University Chicago, Stritch School of Medicine, Medical Humanities Program. Lanham, MD: University Press of America, 1995.

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A, Weerakkody R., and Woodward H. W, eds. BMAT and UKCAT uncovered: A guide to medical school entrance exams. Chichester, West Sussex, UK: BMJ/Wiley-Blackwell, 2008.

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Macleod, J. Clinical examination: A textbook for students and doctors by teachers of the Edinburgh Medical School. 7th ed. Edinburgh: Churchill Livingstone, 1986.

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American Association of Physicists in Medicine. Summer School. Integrating new technologies into the clinic: Monte Carlo and image-guided radiation therapy : proceedings of the American Association of Physicists in Medicine Summer School, University of Windsor, Windsor, Ontario, Canada, June 18-22, 2006. Madison, Wis: Medical Physics Pub., 2006.

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K, Martens Brian, ed. School consultation: Conceptual and empirical bases of practice. 2nd ed. New York: Kluwer Academic/Plenum, 2002.

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K, Martens Brian, ed. School consultation: Conceptual and empirical bases of practice. New York: Plenum Press, 1997.

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Sabella, Camille, and Robert J. Cunningham. The Cleveland clinic intensive review of pediatrics. 4th ed. Philadelphia: Wolters Kluwer/Lippincott Williams & Wilkins, 2013.

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Atkinson, Paul. Medical talk and medical work: The liturgy of the clinic. London: Sage, 1995.

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Atkinson, Paul. Medical talk and medical work: The liturgy of the clinic. London: Sage, 1995.

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Book chapters on the topic "A school at a medical clinic"

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Brockliss, Laurence. "The New Paris Medical School and the Invention of the Clinic." In The French Experience from Republic to Monarchy, 1792–1824, 120–39. London: Palgrave Macmillan UK, 2000. http://dx.doi.org/10.1057/9781403932747_9.

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Chang, Bliss J. "Clinical Tips and Pearls." In The Ultimate Medical School Rotation Guide, 33–42. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-63560-2_4.

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Greene, Jeremy A., Graham Mooney, and Carolyn Sufrin. "The Walking Classroom and the Community Clinic: Teaching Social Medicine Beyond the Medical School." In Structural Competency in Mental Health and Medicine, 15–25. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-10525-9_2.

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Usatine, R. P., S. J. Slavin, and M. S. Wilkes. "Teaching Clinical Decision Making and Cost-Effectiveness in Medical School: A Simulated Back Pain Case." In Advances in Medical Education, 807–8. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4886-3_247.

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Troncon, L. E. A., M. L. V. Rodrigues, C. E. Piccinato, J. F. C. Figueiredo, L. C. Peres, and A. R. L. Cianflone. "Overcoming Difficulties in the Introduction of a Summative Assessment of Clinical Competence in a Brazilian Medical School." In Advances in Medical Education, 197–99. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4886-3_58.

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Gerbel, Svetlana, Hans Laser, Norman Schönfeld, and Tobias Rassmann. "The Hannover Medical School Enterprise Clinical Research Data Warehouse: 5 Years of Experience." In Lecture Notes in Computer Science, 182–94. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-06016-9_17.

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He, Xu, Fu-Xiang Liu, and Aihua Pan. "Non-Chinese Students Speak: Sectional and Clinical Anatomy Learning in a Chinese Medical School." In Ubiquitous Computing Application and Wireless Sensor, 671–78. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-017-9618-7_71.

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Morrow, Achilia, and Kelly White. "Medical Students in Clinic." In Leading an Academic Medical Practice, 223–41. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-68267-9_17.

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Catalanotti, Jillian S., and Parvinder Sheena Khurana. "Scholarship in Clinic." In Leading an Academic Medical Practice, 281–88. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-68267-9_21.

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"Going clinical." In Oxford Handbook for Medical School, edited by Kapil Sugand, Miriam Berry, Imran Yusuf, Aisha Janjua, Chris Bird, David Metcalfe, Harveer Dev, et al., 113–64. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780199681907.003.0006.

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‘Going clinical’ provides practical advice for preparing for, learning from, and enjoying time spent on clinical placements. The chapter describes the day-to-day running of the hospital, introduces the different members of the multidisciplinary team, and offers practical insights into professional behaviour, clinical responsibility, and teamwork. Different clinical environments including the outpatient clinic, the operating theatre, and the wards are described, with advice on how to maximize the learning opportunities offered. The chapter includes an introduction to history taking, clinical examination, documentation, as well as an overview of the interpretation of chest and abdominal X-rays.
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Conference papers on the topic "A school at a medical clinic"

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Eklics, Kata, Eszter Kárpáti, Robin Valerie Cathey, Andrew J. Lee, and Ágnes Koppán. "Interdisciplinary Medical Communication Training at the University of Pécs." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9443.

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Medical communication training is being challenged to meet the demands of a more internationalized world. As a result, interdisciplinary simulation-based education is designed to advance clinical skill development, specifically in doctor-patient interactions. The Standardized Patient Program has been applied in American Medical Schools since the 1960s, implementing patient profiles based on authentic cases. At the University of Pécs, Medical School in Hungary, this model is being adapted to facilitate improving patient-interviewing, problem-solving, and medical reporting skills. The interdisciplinary program operates in Hungarian, German and English languages, utilizing actors to perform as simulated patients under the close observation of medical specialists and linguists. This innovative course is designed to train students to successfully collect patient histories while navigating medical, linguistic, emotional, and socio-cultural complexities of patients. Experts in medicine and language assess student performance, offering feedback and providing individualized training that students might improve their professional and communicative competencies. This paper examines how this interdisciplinary course provides valuable opportunities for more efficient patient-oriented communication practices. Through responding to medical emergencies, miscommunications, and conflicts in a safe environment, medical students prepare to deal with a diverse patient context, that more qualified and empathetic health personnel may be employed throughout clinics worldwide. Keywords: interdisciplinary simulation-based education, doctor-patient interaction, MediSkillsLab, medical history taking, language for specific purposes competencies
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Jiménez, Marcelo F., María José Rodríguez, Gonzalo Varela, Francisco S. Lozano, Francisco J. García, Susana Olmos, and Fernando Martínez. "Advances in assessment methodologies for basic clinical and surgical skills in medical school." In the First International Conference. New York, New York, USA: ACM Press, 2013. http://dx.doi.org/10.1145/2536536.2536546.

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Patel, Nikesh, Kurt Wilson, and Raj Parikh. "USING WEBINARS WITHIN AN E-LEARNING PROGRAMME TO TEACH MEDICAL STUDENTS ACROSS CLINICAL PLACEMENTS: EXPERIENCES AT MANCHESTER MEDICAL SCHOOL." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.0919.

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Di Rienzo, Marco, Francesco Rizzo, Paolo Meriggi, Bruno Bordoni, Gabriella Brambilla, Maurizio Ferratini, and Paolo Castiglioni. "Applications of a Textile-Based Wearable System in clinics, exercise and under gravitational stress." In 2006 3rd IEEE/EMBS International Summer School on Medical Devices and Biosensors. IEEE, 2006. http://dx.doi.org/10.1109/issmdbs.2006.360084.

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Dhawan, Atam. "Optical imaging and tomography for biomedical and clinical applications." In 2008 5th International Summer School and Symposium on Medical Devices and Biosensors. IEEE, 2008. http://dx.doi.org/10.1109/issmdbs.2008.4574996.

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Holm, Mikayle A., Erik Gaasedelen, and Paul A. Iaizzo. "Using WebGL for Teaching Bone Identification." In 2018 Design of Medical Devices Conference. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/dmd2018-6966.

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Newly developed interactive tutorials and applications which teach human anatomy are often set up as pay-to-play websites. Examples of these include the Visible Body app1 and the 3D Organon Anatomy2. Though these applications can be very educational, they may be costly, thus many students and members of the education community will not access these programs because of the upfront charges. These teaching programs are also frequently anatomically limited because they utilize idealized models, like KineMan3, instead of renderings or imaging data sets obtained from humans (clinical or from cadavers). This characteristic may make them useful study tools, but will not best prepare future doctors, nurses, and other health professionals for true, variable patient anatomies they will encounter in their various practices. Further, such students would likely gain more by studying 3D objects of real human anatomies instead of 2D images. We have designed a strategy to bring 3D human anatomies from real cadavers to the scientific and education communities completely open source (free of charge). Our interactive application is geared toward students of all ages (grade school to medical school) or by anyone interested in learning more about human bone anatomy.
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Al-Mously, Najwa. "COMPARISON BETWEEN SAUDI FEMALE AND MALE UNDERGRADUATE MEDICAL STUDENT PERFORMANCE IN THE CLINICAL PHASE: AN EXPERIENCE FROM A NEW MEDICAL SCHOOL." In 31st International Academic Conference, London. International Institute of Social and Economic Sciences, 2017. http://dx.doi.org/10.20472/iac.2017.031.004.

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Cristea, Paul, and Rodica Tuduce. "Molecular investigation in support of the clinical decision: Early diagnosis and detection of pathogen drug resistance." In 2008 5th International Summer School and Symposium on Medical Devices and Biosensors. IEEE, 2008. http://dx.doi.org/10.1109/issmdbs.2008.4575063.

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Pinnell, Margaret, Phillip Doepker, Lori Hanna, and Mike Vehar. "Innovation, Entrepeneurship and International Experience." In ASME 2008 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2008. http://dx.doi.org/10.1115/detc2008-49855.

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The University of Dayton (UD) Engineers in Technical Humanitarian Opportunities for Service-Learning (ETHOS), in collaboration with UD’s School of Business, UD’s Design Clinic, Grupo Fenix (Nicaragua), and the local Nicaraguan community, is currently working on an 18 month project to research and develop a solar medical device sterilizer (sterilizer) that can be used in rural areas of Nicaragua. Engineering and business students are working in a variety of capacities with the local community and Grupo Fenix in Nicaragua to research, design and develop the device. Once developed, the engineering and business students will continue to work with the community and Grupo Fenix to establish a micro-business for the manufacture and distribution of the device. Although this project will address a particular technical need, the infrastructure and unique partnerships that are being developed and optimized through its facilitation will serve as a model for other projects and programs that will be shared within the University of Dayton and with other universities.
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Graas, Estelle L., Vincent M. Remouchamps, Dominique Dive, and Robert Poirrier. "A Broad Range of New Clinical Applications for a Magnetic Sensor Measuring Distance on the Human Body." In 2006 3rd IEEE/EMBS International Summer School on Medical Devices and Biosensors. IEEE, 2006. http://dx.doi.org/10.1109/issmdbs.2006.360100.

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Reports on the topic "A school at a medical clinic"

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Jiang, Shan, and Sofija Kaljevic. Hennepin County Medical Center Whittier Clinic. Landscape Architecture Foundation, 2017. http://dx.doi.org/10.31353/cs1200.

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Arcidiacono, Peter, and Sean Nicholson. Peer Effects in Medical School. Cambridge, MA: National Bureau of Economic Research, June 2002. http://dx.doi.org/10.3386/w9025.

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Parkinson, Richard. Environmental Assessment for Medical - Dental Clinic, Schriever Air Force Base, Colorado. Fort Belvoir, VA: Defense Technical Information Center, January 2001. http://dx.doi.org/10.21236/ada387329.

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Lavadenz, Magaly, Elvira Armas, and Natividad Robles. Bilingual Teacher Residency Programs in California: Considerations for Development and Expansion. Loyola Marymount University, 2019. http://dx.doi.org/10.15365/ceel.policy.7.

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Public interest, research and policies about dual language education and the multiple benefits of bilingualism and biliteracy have led to shortages of bilingual education teachers in the state and nation. School districts and educator preparation programs are actively looking for pathways of bilingual teacher preparation to meet local demands for more dual language programs. Modeled after medical residencies, teacher residencies are deeply rooted in clinical training, typically placing residents in classrooms with experienced teachers in high-needs schools where they are supported in their development. Teacher residencies allow for the recruitment of teachers, offer strong clinical preparation, connect new teachers to mentors and provide financial incentives to retain teachers in the school/district of residency. Little is known however, about bilingual teacher residencies in the state. Following a review of various data sources, researchers find that, to date, there are few bilingual teacher residencies offered and that there is a need to expand and study bilingual teacher residencies as one of the most viable pathways to respond to this shortage.
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Mason, Robert, Carolyn Trindle, Jane Bahr, and Ron Brugger. Environmental Impact Analysis Process. Environmental Assessment for Replacement Medical Clinic 61st Medical Squadron, Los Angeles Air Force Base. Fort Belvoir, VA: Defense Technical Information Center, December 1999. http://dx.doi.org/10.21236/ada413679.

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Adams, Brent N. Case Study: Preparing the Gastroenterology Clinic at Naval Medical Center San Diego (NMCSD) for T-NEX Implementation. Fort Belvoir, VA: Defense Technical Information Center, April 2004. http://dx.doi.org/10.21236/ada432458.

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Wegner, Michael D. Physician Provider Profiling in Brooke Army Medical Center's Internal Medicine Clinic: A Multiple Regression and Process Control Model. Fort Belvoir, VA: Defense Technical Information Center, December 1999. http://dx.doi.org/10.21236/ada420371.

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Barnes, Timothy D. Demand Analysis for Proposed Medical Services at the Future Naval Health Clinic Charleston, South Carolina: A Graduate Management Project. Fort Belvoir, VA: Defense Technical Information Center, April 2006. http://dx.doi.org/10.21236/ada473554.

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Nicodemus, Barbara. Designing an instructor's manual for introducing cultural concepts in the medical school curriculum. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5782.

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Louise, Christa. A Bootstrapped Regression Model of Psychological Predictors of Success in Naturopathic Medical School. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6722.

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