Relevant bibliographies by topics / Boston University Medical School

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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 'Boston University Medical School'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 February 2022

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Journal articles on the topic "Boston University Medical School"

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Cohn, Amy, Sarah Root, Carisa Kymissis, Justin Esses, and Niesha Westmoreland. "Scheduling Medical Residents at Boston University School of Medicine." Interfaces 39, no. 3 (June 2009): 186–95. http://dx.doi.org/10.1287/inte.1080.0369.

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Farber, Harrison, Richard M. Silver, Virginia D. Steen, and Charles Strange. "Pulmonary Arterial Hypertension Associated With Scleroderma." Advances in Pulmonary Hypertension 7, no. 2 (April 1, 2008): 301–8. http://dx.doi.org/10.21693/1933-088x-7.2.301.

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This discussion was moderated by Harrison (Hap) Farber, MD, Professor, Department of Medicine, Boston University School of Medicine, and Director, Pulmonary Hypertension Center, Boston Medical Center, Boston, Massachusetts. Panel members included Richard M. Silver, MD, Professor of Medicine and Pediatrics and Director of the Division of Rheumatology and Immunology, Medical University of South Carolina, Charleston, South Carolina; Virginia D. Steen, MD, Proffessor of Medicine, Georgetown University, Washington, DC; and Charles Strange, MD, Professor of Pulmonary Medicine, Division of Pulmonary and Critical Care Medicine, Medical University of South Carolina, Charleston, South Carolina.
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Farber, Harrison W., Mark Gladwin, Evelyn M. Horn, and Myung H. Park. "Sickle Cell Disease and Pulmonary Hypertension: Addressing the Mixed Pathology and Special Considerations in Diagnosis and Treatment." Advances in Pulmonary Hypertension 6, no. 1 (January 1, 2007): 39–44. http://dx.doi.org/10.21693/1933-088x-6.1.39.

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This discussion was moderated by Evelyn M. Horn, MD, Associate Professor of Clinical Medicine and Director, Pulmonary Vascular Disease, Center for Advanced Cardiac Care, Columbia University Medical Center, New York, New York. Panel members included Harrison W. Farber, MD, Director, Pulmonary Hypertension Center, Boston Medical Center, Boston University School of Medicine; Mark Gladwin, MD, Chief, Vascular Medicine Branch, National Heart, Lung, and Blood Institute, Critical Care Medicine Department, Clinical Center, National Institutes of Health, Bethesda, MD; Myung H. Park, MD, Director, Pulmonary Vascular Disease Program, University of Maryland School of Medicine.
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N/A. "Boston University Names John McCahan Acting Dean of the Medical School." Journal Of Investigative Medicine 52, no. 03 (2004): 155. http://dx.doi.org/10.2310/6650.2004.0001d.

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Ronan, Matthew V., Aravind Menon, Lakshman Swamy, and David Thornton. "Experiential Learning Through Local Implementation of a National Chief Resident in Quality and Patient Safety Curriculum." American Journal of Medical Quality 35, no. 2 (June 27, 2019): 171–76. http://dx.doi.org/10.1177/1062860619859076.

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The Clinical Learning Environment Review was created to evaluate quality improvement and patient safety (QIPS) beginning in 2013. Little guidance has been offered on implementing QIPS curricula for residency education. The aim was to provide a model QIPS residency curriculum from VA Boston Healthcare System (VABHS), wherein a chief resident in quality and patient safety (CRQS) participates in a national curriculum implementing skills and concepts locally. The CRQS mentors a patient safety resident with faculty oversight. The program involves case investigations, educational conferences, and experiential learning. Participants are residents from Beth Israel Deaconess Medical Center, Boston Medical Center, and Brigham and Women’s Hospital and medical students from Boston University Medical School and Harvard Medical School. Local and national CRQS programs are evaluated. The patient safety rotation is evaluated locally. The local curriculum at VABHS augments the national curriculum and deploys a patient safety education that develops experiential learning skills.
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Barnes, Linda L., Lance D. Laird, and Bayla Ostrach. "From Medical Anthropology at a Medical School to Careers in Community-Based Applied Anthropology." Practicing Anthropology 42, no. 1 (January 1, 2020): 36–42. http://dx.doi.org/10.17730/0888-4552.42.1.36.

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Abstract This article discusses the origins and development of the MS Program in Medical Anthropology in the Division of Graduate Medical Sciences at Boston University School of Medicine. We review how our faculty identified the need for the program as well as how we developed its design and negotiated the degree curriculum and requirements. We trace the evolution of our Service-Learning Internship Program (SLIP) and its establishment at various facilities. Finally, we discuss how we translated anthropological research paradigms to clinical settings and how the degree experience has translated into careers in community-based anthropology.
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Alexeevich, Andreev Alexander, and Anton Petrovich Ostroushko. "Joseph Edward MURRAY - American surgeon-transplant surgeon, academician of the National Academy of Sciences of the United States (to the 100th of birthday)." Journal of Experimental and Clinical Surgery 12, no. 1 (March 2, 2019): 81. http://dx.doi.org/10.18499/2070-478x-2019-12-1-81-81.

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Joseph Murray was born in 1919 in the USA. He graduated from the College of the Holy Cross and Harvard University Medical School. He developed his own method of kidney transplantation, proposed to reduce the risk of immune rejection of the organ by performing closely related transplants. In 1954, D. Murray completed the first successful kidney transplant in the world from a twin brother, in 1959 from an unrelated donor, in 1962 from a deceased donor. In 1971, Murray returned to the study of plastic surgery, being the chief plastic surgeon at the Children's Hospital of Boston from 1972 to 1985. In 1986, he left the surgical practice, having the honorary title of professor at Harvard University Medical School. In 1990, Joseph Murray, along with Edward Thomas was awarded the Nobel Prize in Medicine. In the same year, Joseph Murray was admitted to the Pontifical Academy of Sciences, in 1993 - the National Academy of Sciences of the USA. Joseph Edward Murray died in 2012 in the city of Boston.
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Angel, Jonathan B. "HIV Cure Research: An example of successful advocacy by scientists for science." Clinical and Investigative Medicine 41 (November 3, 2018): 14–16. http://dx.doi.org/10.25011/cim.v41i2.31416.

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Following medical school and an internal medicine residency in Toronto, and infec-tious diseases training at the New England Medical Center/Tufts University in Boston, Jonathan joined the Division of Infectious Diseases, Department of Medicine at the Ottawa General Hospital in 1995. His research focuses on understanding how HIV damages the immune system and how these insights may lead to new therapies. Jon-athan is currently Professor of Medicine, University of Ottawa and Senior Scientist, Ottawa Hospital Research Institute. He was Editor-in-Chief of CIM from 2010–2015.
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Morley, T. P. "Kenneth Edwin Livingston M.D., D.A.B.N., F.A.C.S., F.R.C.S. (C) (1914 – 1984)." Canadian Journal of Neurological Sciences / Journal Canadien des Sciences Neurologiques 12, no. 1 (February 1985): 76. http://dx.doi.org/10.1017/s0317167100046655.

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Kenneth Livingston was born in 1914 in Pendleton, Oregon. He attended Stanford University and obtained his BA in 1936. His medical student days were spent at Harvard where he graduated MD in 1939.His neurosurgical education began in 1942 at Strong Memorial Hospital, Rochester, N.Y.; then, after two years at the U.S. Naval Hospital in Oakland, California, he was appointed to the Attending Staff at the Lahey Clinic in Boston from 1946-1948. He returned to Oregon as Assistant Clinical Professor of Neurosurgery at the University of Oregon Medical School in 1948.
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Oudiz, Ronald J., Robert Naeije, Virginia D. Steen, Hunter C. Champion, and David Systrom. "Controversies and Consensus: Identifying the Key Issues in Exercise Testing." Advances in Pulmonary Hypertension 7, no. 4 (December 1, 2008): 412–17. http://dx.doi.org/10.21693/1933-088x-7.4.412.

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This discussion was moderated by Ronald J. Oudiz, MD, Associate Professor of Medicine, UCLA School of Medicine and Director, Liu Center for Pulmonary Hypertension, Division of Cardiology, Los Angeles Biomedical Research Institute at Harbor-UCLA Medical Center, Torrance, California. Participants included: Hunter C. Champion, MD, PhD, Assistant Professor, Department of Medicine, Division of Cardiology, Johns Hopkins University School of Medicine, Baltimore, Maryland; Robert Naeije, MD, PhD, Professor and Chairman of the Department of Physiology and Pathophysiology at Erasme University Hospital, Brussels, Belgium; Virginia D. Steen, MD, Professor of Medicine and Director of the Rheumatology Fellowship Program, Georgetown University School of Medicine, Washington, DC; and David Systrom, MD, Director, Cardiopulmonary Exercise Lab, Department of Medicine, Pulmonary Critical Care, Massachusetts General Hospital, Boston, Massachusetts.
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Dissertations / Theses on the topic "Boston University Medical School"

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Kridler, Jamie Branam, Elizabeth F. Lowe, and Mary R. Langenbrunner. "University, Medical School, School System Partnership Creates Cross Disciplinary Service-Learning Opportunities." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etsu-works/5876.

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Simpson, Donald. "The Adelaide medical school, 1885-1914 : a study of Anglo-Australian synergies in medical education /." Title page, contents and introduction only, 2000. http://web4.library.adelaide.edu.au/theses/09MD/09mds613.pdf.

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Generoso, James John. "What Participating Students Say About the College Bound Program at Boston College." Thesis, Boston College, 2011. http://hdl.handle.net/2345/2164.

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Thesis advisor: Irwin Blumer
The focus of this dissertation is the student voice in College Bound (CB), a pre-college preparation program at Boston College. College Bound has existed on the Boston College campus for more than twenty years as an academic enrichment and supportive program that benefits urban students from two Boston Public high schools. The two essential questions of the research are "What do students say they learn at CB?" and "What suggestions do students have to improve the CB Program?" Literature about the importance of the student voice in the educational enterprise is reviewed as a means of giving context to the study. Primary data included student surveys (n=29), interviews (n=12), and focus groups (n=3). Other sources utilized included field notes and observations of the researcher as participant-observer, in addition to official College Bound documents. The constant comparative method was used to analyze data from the primary data sources. Data was also analyzed by data type and findings were presented thematically. Major findings included: CB students know a lot of what is going on and do not attend CB as empty vessels, but bring their own knowledge and experience to the CB Program. Students say they learn academic self-discipline, a more focused search for potential colleges to attend, and value their experience attending the CB program on the Boston College campus. Suggestions for improving the CB Program include: creating a regular schedule, re-establishing a community meeting experience, ensuring a consistent connection with their Boston College mentors, and providing more field trips to other colleges and museums. Participating student voices should be encouraged and respected as an important source of information in educational programs that exist to benefit those very students
Thesis (PhD) — Boston College, 2011
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership
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Ablett, Sue. "The medical school of the University of Nottingham : origins and development." Thesis, University of Nottingham, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.304864.

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Elder, Heather M. "Medical availability in Delaware high school athletics." Click here to access thesis, 2009. http://www.georgiasouthern.edu/etd/archive/spring2009/heather_m_elder/Elder_Heather_M_200901_MS.pdf.

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Thesis (M.S.)--Georgia Southern University, 2009.
"A thesis submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Master of Science." Directed by Jim McMillan. ETD. Includes bibliographical references (p. 48-50) and appendices.
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LeSueur, Philip. "Assessing the University of Arizona Medical School Admission Committee Members’ Knowledge of Predictors of Rural Practice for Medical School Applicants." Thesis, The University of Arizona, 2013. http://hdl.handle.net/10150/281773.

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A Thesis submitted to The University of Arizona College of Medicine - Phoenix in partial fulfillment of the requirements for the Degree of Doctor of Medicine.
Objective: There is a disparity in physician to population ratios between rural and urban Arizona. The University of Arizona Medical School has a unique opportunity to increase the supply of physicians serving in rural Arizona through its admissions process. This study is a quality improvement project which examined whether or not the admission committee members at both the Tucson and Phoenix campuses are considering probability of future rural practice when making admission decisions and if they know the evidence based predictors for rural practice. Methods: The admission committee members from the University of Arizona Medical School were asked to fill out a questionnaire regarding their preferences for future rural practitioners and if they knew the two most accurate predictors for rural practice. Results: There were 22 respondents to the survey- 12 out of 13 from Phoenix and 10 out of 14 from Tucson. Fifty-nine percent (n=13) of the total respondents listed likelihood to practice in a rural community as positively affecting their admission decision, 27 percent (n=6) said it does not affect their decision at all, and 13 percent (n=3) said it affects their decision very positively. All 22 respondents correctly identified rural background as one of the two strongest predictors of rural practice while 11 correctly identified stated interest in family practice as the other. Conclusion: The University of Arizona Medical School admissions committees are well positioned to increase the supply of rural physicians in Arizona. Even still, some of the members of the committee could benefit from education regarding accurate predictors of rural practice.
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Derosa, Donald. "Mental models as indicators of scientific thinking." Thesis, Boston University, 2001. https://hdl.handle.net/2144/33453.

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Thesis (Ed.D.)--Boston University
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
One goal of science education reform is student attainment of scientific literacy. Therefore, it is imperative for science educators to identify its salient elements. A dimension of scientific literacy that warrants careful consideration is scientific thinking and effective ways to foster scientific thinking among students. This study examined the use of mental models as evidence of scientific thinking in the context of two instructional approaches, transmissional and constructivist. Types of mental models, frequency of explanative information, and scores on problem solving transfer questions were measured and compared among subjects in each instructional context. METHODS: Subjects consisted of sophomore biology students enrolled in general biology courses at three public high schools. The Group Assessment of Logical Thinking instrument was used to identify two equivalent groups with anN of 65. Each group was taught the molecular basis of sickle cell anemia and the principles of hemoglobin gel electrophoresis using one of the two instructional approaches at their schools during five instructional periods over the course of one week. Laboratory equipment and materials were provided by Boston University School of Medicine's MobileLab program. Following the instructional periods, each subject was asked to think aloud while responding to four problem solving transfer questions. Each response was audiotaped and videotaped. The interviews were transcribed and coded to identify types of mental models and explanative information. Subjects' answers to the problem solving transfer questions were scored using a rubric. RESULTS: Students taught in a constructivist context tended to use more complete mental models than students taught in a transmissional context. Fifty two percent of constructivist subjects and forty four percent of transmissional subjects demonstrated evidence of relevant mental models. Overall fifty two percent of the subjects expressed naive mental models with respect to content. There was no significant difference in the frequency of explanative information expressed by either group. Both groups scored poorly on the problem solving transfer problems. The average score for the constructivist group was 30% and the average score for the transmissional group was 34%. A significant correlation was found between the frequency of explanative information and scores on the problem-solving transfer questions, r = 0.766. CONCLUSION: The subjects exhibited difficulty in formulating and applying mental models to effectively answer problem solving transfer questions regardless of the context in which the subjects were taught. The results call into question the extent to which students have been taught to use mental models and more generally, the extent to which their prior academic experience has encouraged them to develop an awareness of scientific thinking skills. Implications of the study suggest further consideration of mental modeling in science education reform and the deliberate integration of an awareness of scientific thinking skills in the development of science curricula.
2031-01-01
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Graham, Diana L. "An evaluation of the utilization of the dental health services at Boston University Goldman School of Graduate Dentistry by participants in the dental screening programs." Thesis, Boston University, 1987. https://hdl.handle.net/2144/37811.

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Thesis (M.S.)--Boston University, Henry M. Goldman School of Graduate Dentistry, 1987 (Dental Public Health).
Includes bibliographical references (leaves 63-66).
The shortage of clinical patients utilizing the services provided at dental schooI clinics is a concern shared by many institutions. In an effort to help increase the patient pool at BostOn University Goldman School of Graduate Dentistry,　dental screening programs were begun in 1983, which focused at targeting　the college student population as prospective clinical patients. The following study was designed to evaluate the effectiveness of the screening programs,　conducted during the fall of 1986, in recruiting dental patients for the school and ascertain specific reasons which expediate or preclude college students from utilizing the dental services at Boston University.　The results of the study demonstrate the moderate success of the screening programs and indicate the need for continued efforts in improving the visibility and organization of the screening sessions at the college institutions participating in the Dental Screening Programs.
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Myszkowski, Erin. "Medical School Prerequisite Courses Completed at Two-Year Colleges by Medical School Matriculants: An Analysis at the University of Central Florida." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5349.

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Many medical school admissions personnel and pre-health advisors advise premedical students not to take the medical school prerequisite courses at two-year colleges because they believe the courses are less academically rigorous than the same courses at four-year institutions (Losada, 2009; Marie, 2009; Thurlow, 2008, 2009a, 2009b). According to this belief, premedical students who complete the medical school prerequisite courses at a two-year college could be at a disadvantage in regard to medical school admission compared to those students who complete the medical school prerequisite courses at a four-year institution. In an effort to analyze these perceptions, this study examined factors pertaining to the enrollment of premedical students in the medical school prerequisite courses at two-year colleges. This research study examined the enrollment statuses and grades of matriculants to medical school from the University of Central Florida between 2007 and 2011. Specifically, the type of student enrollment of the matriculants who completed any of the medical school prerequisite courses at a two-year college was examined, and both their type of institutional enrollment and grades in the organic chemistry courses were also examined. The results indicated that there were significant differences in types of student enrollment in most medical school prerequisite courses at two-year colleges, and based on these differences, the researcher identified whether completing certain prerequisite courses as certain types of enrollment were either “more acceptable” or “less acceptable” for premedical students. In addition, the results indicated that there were not significant differences in organic chemistry grades based on the type of institution where the courses were taken. Based on these results, the researcher could not categorize the courses at either type of institution as “more rigorous” or “less rigorous” than the other, but the researcher also recommends that these results should be perceived cautiously until additional, more in-depth research can be conducted on this topic. Finally, recommendations and implications for premedical students, pre-health advisors, medical school admissions personnel, two-year colleges, and four-year institutions were discussed.
Ed.D.
Doctorate
Educational and Human Sciences
Education and Human Performance
Educational Leadership
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Brahmi, Frances A. "Medical students' perception of lifelong learning at Indiana University School of Medicine." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3297081.

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Thesis (Ph.D.)--Indiana University, School of Library and Information Science, 2007.
Title from dissertation home page (viewed Sept. 24, 2008). Source: Dissertation Abstracts International, Volume: 69-02, Section: A, page: 0414. Adviser: Debora Shaw.
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Books on the topic "Boston University Medical School"

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Spaulding, William B. Revitalizing medical education: McMaster Medical School : the early years 1965-1974. Philadelphia: B.C. Decker, 1991.

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Spaulding, William B. Revitalizing medical education: McMaster Medical School, the early years 1965-1974. Philadelphia: B.C. Decker, 1991.

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Medical revolution in Minnesota: A history of the University of Minnesota Medical School. St. Paul, Minn: Midewiwin Press, 1989.

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Riche, W. Harding Le. University of Toronto Medical School and School of Hygiene historical comments, 1959-1980. [Toronto: The Author, 1993.

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Utah. Legislature. Office of the Legislative Auditor General. A performance audit of medical school admissions. [Salt Lake City, UT ]: The Office, 2002.

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Burrow, Gerard N. Yale's School of Medicine: Passing torches to others. New Haven: Yale University Press, 2002.

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Howard, Spiro, ed. Dean Winternitz: Yale Medical School's passionate humanist. New Haven, CT: Program for Humanities in Medicine, Yale University, 2010.

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The Cork School of Medicine: A history. Cork, Ireland: UCC Medical Alumni Association, University College, Cork, 2007.

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Reinschmidt, J. S. Continuing medical education. [Portland, Or: OHSU School of Medicine], 1997.

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Higher Education Quality Council. Quality Assurance Group. St George's Hospital Medical School: University of London : quality audit report. Birmingham: Higher Education Quality Council, 1994.

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Book chapters on the topic "Boston University Medical School"

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Morgan, Peter, and John van Loo. "UK University Medical School Librarians Group (UMSLG)." In Health Information — New Possibilities, 226–27. Dordrecht: Springer Netherlands, 1995. http://dx.doi.org/10.1007/978-94-011-0093-9_69.

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Miles, Edward W. "Lessons from University-Based Medical Schools." In The Past, Present, and Future of the Business School, 151–64. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-33639-8_14.

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O’Connor, Rollanda E., and Kristen D. Beach. "How Linking University Research to School Needs Influences Scholars and Schools." In Advances in Medical Education, 127–40. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-02603-9_8.

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West, John B. "University of Buffalo and the Postgraduate Medical School, 1961–1967." In Breathing on the Roof of the World, 61–70. New York, NY: Springer New York, 2017. http://dx.doi.org/10.1007/978-1-4939-7122-0_6.

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Fukushima, Osamu. "Jikei University School of Medicine: An Interprofessional Medical Education Program." In Advanced Initiatives in Interprofessional Education in Japan, 49–56. Tokyo: Springer Japan, 2010. http://dx.doi.org/10.1007/978-4-431-98076-6_5.

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Squifflet, J. P. "Experience of the University of Louvain Medical School, Brussels, Belgium." In International Handbook of Pancreas Transplantation, 345–51. Dordrecht: Springer Netherlands, 1989. http://dx.doi.org/10.1007/978-94-009-1083-6_19.

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Viswanathan, Akila N., Jorgen Hansen, and Robert Cormack. "USA: Dana-Farber/Brigham and Women’s Cancer Center, Harvard Medical School, Boston." In Gynecologic Radiation Therapy, 225–30. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-540-68958-4_21.

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Hollman, Arthur. "Early life · Family · Education · Medical School at University College Cardiff and University College London." In Sir Thomas Lewis, 1–12. London: Springer London, 1997. http://dx.doi.org/10.1007/978-1-4471-0927-3_1.

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Wiedman, Dennis W. "Anthropologist as University Strategic Planner Envisioning a New Medical School with a Focus on Community-Based Care." In Anthropology in Medical Education, 115–39. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-62277-0_6.

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Carolino, Luís Miguel. "Foundation of the Lisbon Polytechnic School Astronomical Observatory in the Late Nineteenth Century: A Step Towards Establishing a University." In Boston Studies in the Philosophy and History of Science, 227–44. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-017-9636-1_14.

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Conference papers on the topic "Boston University Medical School"

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Witt, Robert M., Thomas Gibbs, and Robert W. Holden. "Intercampus network of the Department of Radiology, School of Medicine, Indiana University." In Medical Imaging 1994, edited by R. Gilbert Jost. SPIE, 1994. http://dx.doi.org/10.1117/12.174308.

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Irie, Goro, Kazuo Miyasaka, Kenji Miyamoto, Tetsuhumi Kojima, Isao Yamamoto, and Toshihiko Kudo. "PACS experience at the University of Hokkaido Medical School." In Medical Imaging '90, Newport Beach, 4-9 Feb 90, edited by Samuel J. Dwyer III and R. Gilbert Jost. SPIE, 1990. http://dx.doi.org/10.1117/12.18940.

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Okshevskaia, Anna Andreevna, Nadezhda Viktorovna Nesterova, and Natalia Viktorovna Biriukova. "On Development of Model Lessons on Sex Education of Senior Medical School and University Students." In International Scientific and Practical Conference. TSNS Interaktiv Plus, 2020. http://dx.doi.org/10.21661/r-541061.

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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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Nīmante, Dita, and Liene Ekša. "Inclusion of a Child With a Hearing Impairment in a Mainstream School, Single Case Study." In 78th International Scientific Conference of University of Latvia. University of Latvia, 2020. http://dx.doi.org/10.22364/htqe.2020.05.

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Inclusive education means that all pupils, regardless of their ability, gender and race, can study with their peers in the school closest to their place of residence. When enrolling students with special needs in a school, the quality of the student’s academic and social inclusion is equally important. The study aims to analyze the single case of inclusion of a boy with a hearing impairment in a mainstream school X to answer the research questions: how do teachers deal with a pupil with hearing impairment and his needs in the classroom, what are the peculiarities of a hearing-impaired child’s learning, what support (academic and social) is provided to the boy to promote his inclusion in school and the classroom? In the qualitative study, semi structured interviews were conducted with the boy with a hearing impairment and 5 teachers of school X and the boy’s father, they were analyzed using content analysis. Three main categories emerged from the data: (1) support provided by teachers/school; (2) social participation in the classroom, school, friendships, (3) barriers for inclusion. There were two time periods in the first category suggested: (a) before the boy was identified as a child with special needs and (b) after the statement on special needs were received. There were several sub-categories that emerged from the transcripts: support measures provided to a child with a hearing impairment in the classroom, organizational response of the school to a child with a hearing impairment, the visible and invisible aspects in social participation of a child with hearing impairment in a mainstream school. The study highlighted that the academic and social inclusion experience of a child with a hearing impairment in a mainstream school may differ before and after receiving the statement from the Pedagogical Medical Commission on the child’s special needs. The study discusses whether the statement of a pupil’s special needs may become a new barrier to inclusive education that encourages schools to develop new exclusionary practices.
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Hodoshima, Nao. "Correlation Between a Questionnaire About Noise-Induced Hearing Loss and SPL of Portable Music Players of High School and University Students." In ASME 2012 Noise Control and Acoustics Division Conference at InterNoise 2012. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/ncad2012-1412.

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The risk of noise-induced hearing loss has been increased for young generations. Several studies pointed out that one reason is listening to digital audio players with a sound pressure level that leads to damage to hearing. This study conducted a questionnaire on 209 high school and university students living in Tokyo about their current situation regarding noise-induced hearing loss. The questionnaire includes the frequency of earphones/headphones usage, noise exposure, self-reported hearing conditions and hearing-related lifestyle. This study also measured A-weighted equivalent sound pressure levels of digital audio players that the students have with normal playback volume. The results showed that more than 90% of the subjects use earphones/headphones, and about 50% use them daily. 58% of the subjects use them while commuting, meaning that they listen to music in noisy trains and buses. 16% of the subjects reported that they have experienced hearing problems such as tinnitus symptoms and listening difficulties, but none of them have sought medical advice. The measured sound pressure level varied from 40 to 90 dBA, and 15% of the data was over 80 dBA. The results show the need for showing young people the importance of hearing protection and prevention of noise-induced hearing loss.
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Delicio, Adriane Maira, Marina Polydoro, Fernanda Cavichiolli, Isabeli Myioshi, Fabia Lopes, Giuliane Lajos, Eliana Amaral, and Helaine Maria Besteti Pires Mayer Milanez. "P5.01 Antiretroviral therapy during pregnancy and maternal and neonatal side effects in an hiv-infected pregnant women cohort attended at obstetrician service of school of medical sciences at university of campinas (CAISM/UNICAMP), brazil between 2000 and 2016." In STI and HIV World Congress Abstracts, July 9–12 2017, Rio de Janeiro, Brazil. BMJ Publishing Group Ltd, 2017. http://dx.doi.org/10.1136/sextrans-2017-053264.617.

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"Conference Proceedings of the 2020-2021 John B. Graham Student Research Symposium." In 2020-2021 John B. Graham Student Research Symposium. CJIM Publishing Group, 2021. http://dx.doi.org/10.47265/cjim.v1i2.1318.

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Established in 1987, the John B. Graham Medical Student Research Society recognizes and promotes the research efforts of the medical student body at the University of North Carolina School of Medicine in basic science, public health, and clinical sciences. Throughout the year, members exchange ideas and share their experiences about conducting research. In addition, the Society serves to encourage collaboration with faculty to promote productive research opportunities for students. The following conference proceedings represent abstracts accepted for presentation at the 2020-2021 Student Research Day.
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Berkley, Jeffrey, Mark Ganter, Suzanne Weghorst, Hayes Gladstone, Gregory Raugi, and Daniel Berg. "Real-Time Finite Element Modelling With Haptic Support." In ASME 1999 Design Engineering Technical Conferences. American Society of Mechanical Engineers, 1999. http://dx.doi.org/10.1115/detc99/dac-8615.

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Abstract This paper presents the preliminary results of a new real-time finite element system which supports haptic (i.e. force) feedback to the user. The methodology of the system is based on linear finite-element analysis. Further, this system was originally developed as part of a real-time skin surgery simulator with the Human Interface Technology Lab and, the Division of Dermatology at the University of Washington Medical School. We are currently exploring its use and development as a new engineering design tool.
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Parker, Mary Jo. "A STEM Model Encouraging Post-Baccalaureate Pathways for First Generation, Underrepresented Undergraduates." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9461.

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The University of Houston-Downtown supports a STEM program, Scholars Academy (SA) within the College of Sciences and Technology dedicated to enhancing, preparing, and enlightening minority, underrepresented, and first-generation majors seeking entrance into workforce, graduate, and professional programs of preparation. Over the past 18 years the University of Houston-Downtown Scholars Academy has implemented a series of success components supporting the nurturance of post-baccalaureate graduate and professional pursuit yielding a 51% acceptance rate into medical school, over 68 professional degrees (ranging from MD to DO to DDS and DPharm) earned by alumni, over 20 PhD degrees, and over 900 minority/underrepresented undergraduates moving into professional/graduate fields. Briefly, STEM success components consist of 1) Freshman Ramp Up support; 2) Academic Skill Monitoring; 3) Mentoring, peer to peer and PhD to undergraduate; 4) Career and Research Skill Development support; and finally 5) Leadership Development through Community Engagement support.
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Reports on the topic "Boston University Medical School"

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Nathe, William. Degree of depression in women preceding abortion at the University of Oregon Medical School. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2615.

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Carter, Carol. A descriptive study of educational background, contraceptive knowledge, and choice of agency among selected girls 18 years old and under seeking an abortion at the University of Oregon Medical School. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1560.

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Moore, Melissa. Phase II - Procurement of State of the Art Research Equipment to Support Faculty Members with the RNA Therapeutics Institute, a component of the Advanced Therapeutics Cluster at the University of Massachusetts Medical School. Office of Scientific and Technical Information (OSTI), October 2011. http://dx.doi.org/10.2172/1037882.

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