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Journal articles on the topic 'Texas College of Osteopathic Medicine'

Author: Grafiati

Published: 4 June 2021

Last updated: 13 February 2022

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1

Gelinas, Lillee S., Conner D. Reynolds, Joshua Lindsley, and Janet Lieto. "Generating a Future Vision of Patient Safety: A Pilot Program to Test the Integration of Certified Professional in Patient Safety™ Curriculum into Undergraduate Medical Education." Journal of Medical Education and Curricular Development 8 (January 2021): 238212052110258. http://dx.doi.org/10.1177/23821205211025854.

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Preventable healthcare-associated harm results in significant morbidity and mortality in the United States, costing nearly 400 000 patient lives annually. The Institute for Healthcare Improvement provides high-quality educational resources tailored for working healthcare professionals. One such resource is the Certified Professional in Patient Safety (CPPS™) review course, which equips professionals with advanced proficiency in 5 core patient safety domains. The CPPS™ certification is the only interprofessional, patient safety science credential recognized worldwide. In 2010, the Lucian Leape

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2

Shelley, Terry. "Osteopathic Health System of Texas." American Journal of Nursing 96 (January 1996): 127. http://dx.doi.org/10.1097/00000446-199601001-00118.

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3

Walters, Nick. "Research at the British College of Osteopathic Medicine." Journal of Osteopathic Medicine 6, no. 2 (2003): 96–99. http://dx.doi.org/10.1016/s1443-8461(03)80023-0.

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Brenner, Carol A. "Research at University of New England College of Osteopathic Medicine." Journal of the American Osteopathic Association 120, no. 8 (2020): 495. http://dx.doi.org/10.7556/jaoa.2020.082.

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Nottingham, Kelly L., Laura J. Rush, and Elizabeth A. Beverly. "Building Primary Care Research Capacity in a College of Osteopathic Medicine." Journal of the American Osteopathic Association 116, no. 5 (2016): 278. http://dx.doi.org/10.7556/jaoa.2016.055.

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6

Nichols, Karen J. "History of Research at Midwestern University/Chicago College of Osteopathic Medicine." Journal of the American Osteopathic Association 118, no. 9 (2018): 569. http://dx.doi.org/10.7556/jaoa.2018.130.

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Scott, William O., and Clarence M. Cunningham. "Academic Freedom and Tenure: Oklahoma College of Osteopathic Medicine and Surgery." Academe 71, no. 3 (1985): 37. http://dx.doi.org/10.2307/40249762.

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8

Mims, Lisa D., Louise R. Wannamaker, and Lindsey C. Bressler. "Approaching the Single Accreditation System: Curricular Variation in Allopathic, Osteopathic, and Dually Accredited Family Medicine Residency Programs." Journal of Graduate Medical Education 7, no. 3 (2015): 466–69. http://dx.doi.org/10.4300/jgme-d-14-00766.1.

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ABSTRACT Background With the approval of a single accreditation system for graduate medical education, allopathic and osteopathic residency programs are moving toward 1 set of accreditation standards, with full implementation planned for 2020. Minimal research has been done on the variations between allopathic and osteopathic family medicine (FM) residency programs. Objective The aim of this study was to examine variations in allopathic, osteopathic, and dually accredited FM programs, and to allow them to be addressed. Methods We collected information in July 2014 on faculty-to-resident ratio;

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9

Tomczak, RL. "College of Podiatric Medicine and Surgery in Des Moines." Journal of the American Podiatric Medical Association 82, no. 6 (1992): 304–10. http://dx.doi.org/10.7547/87507315-82-6-304.

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The College of Podiatric Medicine and Surgery was established in 1981 as a fully integrated college of the University of Osteopathic Medicine and Health Sciences, Des Moines, Iowa, becoming the only school in the profession to be part of an academic health science center. Thus, this college provides a unique opportunity for the students and the podiatric medical profession to receive a multidisciplinary education, preparing them for podiatric medical practice as an integral part of total health care.

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&NA;. "Education Department Texas State Technical College." Journal of Clinical Engineering 20, no. 2 (1995): 99–102. http://dx.doi.org/10.1097/00004669-199503000-00005.

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Dady, Nadege, Kelly Ann Mungroo, Ta’Loria Young, Jemima Akinsanya, and David Forstein. "Diversity in osteopathic medical school admissions and the COMPASS program." Journal of Osteopathic Medicine 121, no. 2 (2021): 157–61. http://dx.doi.org/10.1515/jom-2019-0260.

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Abstract In the United States, the 37 colleges of osteopathic medicine and 154 schools of allopathic medicine face challenges in recruiting underrepresented minority (URM) applicants, and gaps in racial disparity appear to be widening. In this Special Communication, the authors describe a URM recruitment and support strategy undertaken in 2015 through a special interest group called Creating Osteopathic Minority Physicians who Achieve Scholastic Success (COMPASS) at the Touro College of Osteopathic Medicine—New York.

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12

Larsen, Bryan. "Marian University and the Research Enterprise at Its College of Osteopathic Medicine." Journal of the American Osteopathic Association 116, no. 7 (2016): 416. http://dx.doi.org/10.7556/jaoa.2016.084.

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13

Thompson, H. C., and M. A. Weiser. "Support programs for minority students at Ohio University College of Osteopathic Medicine." Academic Medicine 74, no. 4 (1999): 390–2. http://dx.doi.org/10.1097/00001888-199904000-00033.

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14

Lea, Mark S., Ryan Slattery OMS-III, Anthony J. LaPorta, et al. "Rocky Vista University, College of Osteopathic Medicine Hyperrealistic Simulation Center, Parker, Colorado." Journal of Surgical Education 72, no. 2 (2015): 359–61. http://dx.doi.org/10.1016/j.jsurg.2014.11.010.

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15

Hofmeister, Sabrina, Thomas R. O'Neill, and Dennis J. Butler. "Comparative Analysis of the American Board of Family Medicine and American College of Osteopathic Family Physicians In-Training Examinations." Family Medicine 50, no. 10 (2018): 746–50. http://dx.doi.org/10.22454/fammed.2018.205747.

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Background and Objectives: Family medicine residency programs accredited by the Accreditation Council for Graduate Medical Education and the American Osteopathic Association typically require their residents to take the American Board of Family Medicine’s In-Training Examination (ITE) and the American College of Osteopathic Family Physicians’ In-Service Examination (ISE). With implementation of the single accreditation system (SAS), is it necessary to administer both examinations? This pilot study assessed whether the degree of similarity for the construct of family medicine knowledge and clin

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Gibson, Jeremy, Teresa Isbell, T. Gail Pritchard, Cayla R. Teal, Amy Waer, and Emily Wilson. "Texas A&M University College of Medicine." Academic Medicine 95, no. 9S (2020): S490—S494. http://dx.doi.org/10.1097/acm.0000000000003398.

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Blavo, Cyril, and Debra Cohn Steinkohl. "The Interdisciplinary Generalist Curriculum Project at Nova Southeastern University College of Osteopathic Medicine." Academic Medicine 76, Supplement (2001): S104—S108. http://dx.doi.org/10.1097/00001888-200104001-00020.

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18

Bhatia, Ravnit Kaur, Danielle Cooley, Philip B. Collins, Jennifer Caudle, and Joshua Coren. "Transforming a clerkship with telemedicine." Journal of Osteopathic Medicine 121, no. 1 (2021): 43–47. http://dx.doi.org/10.1515/jom-2020-0131.

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Abstract The coronavirus disease 2019 (COVID-19) pandemic had an overwhelming impact on both clinical practices and learning environments. On March 17th, 2020, the American Association of Colleges of Osteopathic Medicine and Commission on Osteopathic College Accreditation issued a statement recommending a “pause” in medical student participation in-person at clinical sites. In response, the Family Medicine Department at the Rowan University School of Osteopathic Medicine recognized the need to evolve the traditional curriculum and quickly transitioned to an online format, incorporating telemed

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Sutphin, D., D. Tooke-rawlins, J. Willcox, and J. Muller. "(A186) Edward via College of Osteopathic Medicine (VCOM) Honduras Dengue Outbreak Emergency Response Case Study." Prehospital and Disaster Medicine 26, S1 (2011): s52—s53. http://dx.doi.org/10.1017/s1049023x11001828.

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In July 2010, the government of Honduras requested VCOM assistance with a widespread Dengue Outbreak. At the time of the mission trip, over 33,000 Hondurans had been hospitalized for Dengue Fever and a National State of Emergency declared. VCOM sent a team of medical students, faculty and volunteers to answer the call for help. The Honduran government selected five villages where the need for medical attention was greatest. The team provided medical exams, treatment or referral when necessary to approximately 200 patients in each of the five villages. General medical exams were provided in add

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Stoll, Scott T., Justin McCormick, Brian F. Degenhardt, and Marc B. Hahn. "The National Osteopathic Research Center at the University of North Texas Health Science Center: Inception, Growth, and Future." Academic Medicine 84, no. 6 (2009): 737–43. http://dx.doi.org/10.1097/acm.0b013e3181a43c19.

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21

Hudson, Kimberly M., Gail Feinberg, Laura Hempstead, Christopher Zipp, John R. Gimpel, and Yi Wang. "Association Between Performance on COMLEX-USA and the American College of Osteopathic Family Physicians In-Service Examination." Journal of Graduate Medical Education 10, no. 5 (2018): 543–47. http://dx.doi.org/10.4300/jgme-d-17-00997.1.

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ABSTRACT Background The primary goal of residency programs is to select and educate qualified candidates to become competent physicians. Program directors often use performance on licensure examinations to evaluate the ability of candidates during the resident application process. The American College of Osteopathic Family Physicians (ACOFP) administers an in-service examination (ISE) to residents annually. There are few prior studies of the relationship between the Comprehensive Osteopathic Medical Licensing Examination of the United States of America (COMLEX-USA) series and formative assessm

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Norman, Keri N., Roger B. Harvey, Kathleen Andrews, et al. "Survey ofClostridium difficilein retail seafood in College Station, Texas." Food Additives & Contaminants: Part A 31, no. 6 (2014): 1127–29. http://dx.doi.org/10.1080/19440049.2014.888785.

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Boylan, Paul M., Jordan Sedlacek, Melissa Santibañez, Andria F. Church, Nicole Lounsbury, and Jacqueline Nguyen. "Development and Implementation of Interprofessional Relations Between a College of Pharmacy and Osteopathic Residency Programs in a Community Teaching Hospital." Journal of Pharmacy Technology 36, no. 1 (2019): 3–9. http://dx.doi.org/10.1177/8755122519865540.

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Background: Team-based health care optimizes patient outcomes, and therefore, both interprofessional education (IPE) and interprofessional relations (IPR) are required in health professions education, postgraduate training, and real-world clinical practice. Existing literature describes progressive developments and assessments of IPE in colleges of pharmacy and medicine; however, there are fewer reports describing processes or projects that foster physician-pharmacist IPR in clinical practices without established interprofessional collaborations. Objectives: The primary objective was to establ

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Kadavakollu, Samuel, Rajaa S. Shindi, Holly R. Nummerdor, et al. "Motivating High School Students From Rural Areas to Attend College and Pursue Careers as Osteopathic Physicians." Journal of the American Osteopathic Association 120, no. 12 (2020): 877. http://dx.doi.org/10.7556/jaoa.2020.146.

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Akers, Beatrice, Glenn Davis, Jordan Keys, Stacey L. Pierce-Talsma, and Gregg Lund. "Impact of Predoctoral Teaching Fellows on Osteopathic Medical Students: A Near-Peer Teaching Program Evaluation." AAO Journal 29, no. 4 (2019): 9–16. http://dx.doi.org/10.53702/2375-5717-29.4.9.

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Abstract Context The Touro University California College of Osteopathic Medicine (TUCOM-CA) is one of many colleges of osteopathic medicine with osteopathic manipulative medicine (OMM) predoctoral teaching fellowship programs. OMM fellows serve as near-peer teachers for preclinical osteopathic medical students (OMS) at TUCOM-CA, with the objectives of increasing student satisfaction with and understanding of the OMM curriculum. Our aim was to assess whether the TUCOM-CA fellowship program has achieved these objectives. Methods All osteopathic medical students at TUCOM-CA were sent an electroni

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26

Lewis, Drew D., and Jonathan James Pickos. "Student Perceived Value of Reading Assignments During Mandatory Clerkship-Years OMM Course." AAO Journal 29, no. 3 (2019): 13–16. http://dx.doi.org/10.53702/2375-5717-29.3.13.

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Abstract Context While the Commission on Osteopathic College Accreditation’s standards require osteopathic manipulative medicine (OMM) curriculum throughout all years of osteopathic medical school, providing curriculum to expand student’s OMM knowledge base and osteopathic manipulative treatment (OMT) experiences is challenging. Survey data from our pilot clerkship-years OMM course in 20141 demonstrated elevated levels of confidence in and intent to provide OMT in future practices. Objective To determine whether assigned readings—one of the two major components of the clerkship-years OMM cours

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Shannon, Stephen C. "Reflections on the Impact of Title VII Funding at the University of New England College of Osteopathic Medicine." Academic Medicine 83, no. 11 (2008): 1060–63. http://dx.doi.org/10.1097/acm.0b013e31818927d2.

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DeSandies, Kisha D., and Gabriella Madden. "Philadelphia College of Osteopathic Medicine Examines Embryonic Cells to Find the Origin of Muscles With Image Analysis Software." Microscopy Today 8, no. 7 (2000): 34–36. http://dx.doi.org/10.1017/s1551929500054687.

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Tens of thousands of Americans suffer from muscular dystrophy (MD), a disease that gradually deteriorates a person's skeletal muscle. While there is no effective cure, scientists know MD is caused by a genetic defect and are searching for treatments that will stop or retard the deterioration of muscle. In June, American and British researchers announced the success of a long-term treatment that repairs the genetic defect in Duchenne muscular dystrophy, the most common childhood form of MD.Last fall, these researchers injected a short strand of nucleic acid into the shin muscle of a six-week ol

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DiLullo, Camille. "A novel way to engage medical students in learning gross anatomy at the Philadelphia College of Osteopathic Medicine." Medical Teacher 28, no. 7 (2006): 665–66. http://dx.doi.org/10.1080/01421590600886260.

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30

Rosenberg, Sheila Otto. "A job training partnership with Lone Star Steel and Northeast Texas Community College." Employment Relations Today 20, no. 4 (1993): 391–97. http://dx.doi.org/10.1002/ert.3910200405.

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31

Johnson, Kenneth H. "Joining forces to administer COVID-19 vaccines." Journal of Osteopathic Medicine 121, no. 4 (2021): 429–30. http://dx.doi.org/10.1515/jom-2021-0034.

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Abstract The national vaccination effort for novel coronavirus 2019 (COVID-19) is among the greatest operational challenges America has ever faced, the success of which depends upon reaching communities across the United States. In this Commentary, the Executive Dean of Ohio University’s Heritage College of Osteopathic Medicine (OUHCOM) describes the logistics and processes of vaccine delivery at OUHCOM, both on campus and beyond. Among those logistical considerations is a partnership with the local health department and hospital system, as well as student involvement in vaccination efforts.

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Price, James W. "A mixed treatment comparison of selected osteopathic techniques used to treat acute nonspecific low back pain: a proof of concept and plan for further research." Journal of Osteopathic Medicine 121, no. 6 (2021): 571–82. http://dx.doi.org/10.1515/jom-2020-0268.

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Abstract Context Back injuries have a high prevalence in the United States and can be costly for both patients and the healthcare system at large. While previous guidelines from the American College of Physicians for the management of acute nonspecific low back pain (ANLBP) have encouraged nonpharmacologic management, those treatment recommendations involved only superficial heat, massage, acupuncture, and spinal manipulation. Investigation about the efficacy of spinal manipulation in the management of ANLBP is warranted. Objectives To compare the results in previously-published literature doc

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Orbach, Michael K. "Texas Shrimpers : Community, Capitalism, and the Sea, Robert Lee Maril, College Station: Texas A&M University Press, 1983. 222 pp. $18.00 (cloth)." Urban Life 14, no. 3 (1985): 357–59. http://dx.doi.org/10.1177/089124168501400309.

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Gugliucci, Marilyn, and Victoria Thieme. "Medical Students' Longitudinal Learning With Older Adults: Geriatrics Education Mentor Program." Innovation in Aging 4, Supplement_1 (2020): 14. http://dx.doi.org/10.1093/geroni/igaa057.046.

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Abstract The University of New England College of Osteopathic Medicine (UNECOM) Geriatrics Education Mentor (GEM) Program is in its sixth year. It's a joint project between older community living adults and 2nd year medical students within the Osteopathic Clinical Skills course. The GEM program goal is to foster understanding and importance of the person/patient-provider relationship. Pairs of osteopathic medical students (N=87 +/- 5) were assigned to an older adult GEM (mentor) volunteer (N=87 +/-5) living within a 50 mile radius of UNECOM. Snowball sampling was used to recruit the GEMs; stud

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Yoo, Soojin, Jesus P. Martinez, and Juanito Gonzalez. "Knowledge About Metabolic Syndrome In A Hispanic College Age Population In South Texas." Medicine & Science in Sports & Exercise 48 (May 2016): 160. http://dx.doi.org/10.1249/01.mss.0000485481.86848.c7.

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36

Yoho, Robert M., Kosta Antonopoulos, and Vassilios Vardaxis. "Undergraduate GPAs, MCAT Scores, and Academic Performance the First 2 Years in Podiatric Medical School at Des Moines University." Journal of the American Podiatric Medical Association 102, no. 6 (2012): 446–50. http://dx.doi.org/10.7547/1020446.

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Background: This study was performed to determine the relationship between undergraduate academic performance and total Medical College Admission Test score and academic performance in the podiatric medical program at Des Moines University. The allopathic and osteopathic medical professions have published educational research examining this relationship. To our knowledge, no such educational research has been published for podiatric medical education. Methods: The undergraduate cumulative and science grade point averages and total Medical College Admission Test scores of four podiatric medical

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Shipley, Timothy W., Nancy Phu, Abigail M. Etters, and Samuel Kadavakollu. "Comprehensive Medical College Admission Test Preparatory Course as a Strategy to Encourage Premedical Students to Pursue Osteopathic Medicine in Rural Areas." Journal of the American Osteopathic Association 119, no. 4 (2019): 243. http://dx.doi.org/10.7556/jaoa.2019.041.

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Yoho, Robert M., Vassilios Vardaxis, and Kathryn Comstock. "Admission Characteristics and Academic Performance of Podiatric and Osteopathic Medical Students at Des Moines University." Journal of the American Podiatric Medical Association 100, no. 4 (2010): 276–80. http://dx.doi.org/10.7547/1000276.

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Background: Podiatric and osteopathic medical students at Des Moines University take the same basic science medical curriculum. The first course students complete is medical biochemistry. The final common course is the second-year medical pharmacology course. Attrition typically occurs between these academic offerings. We sought to compare admissions data, retention rates, and academic performance between these two groups of medical students for the classes of 2008 to 2011. Methods: Average admission scores, performance scores for the biochemistry and medical pharmacology courses, and retentio

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Winters Jr., William L. "Dr. William L. Winters Jr. Honored by the American College of Physicians’ South Texas Chapter." Methodist DeBakey Cardiovascular Journal 8, no. 1 (2012): 1. http://dx.doi.org/10.14797/mdcvj.313.

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Blanchard, May Hsieh, Patrick S. Ramsey, Rajiv B. Gala, Cynthia Gyamfi Bannerman, Sindhu K. Srinivas, and Armando E. Hernandez-Rey. "Impact of the Medical Liability Crisis on Postresidency Training and Practice Decisions in Obstetrics-Gynecology." Journal of Graduate Medical Education 4, no. 2 (2012): 190–95. http://dx.doi.org/10.4300/jgme-d-11-00135.1.

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Abstract Introduction The liability crisis may affect residency graduates' practice decisions, yet structured liability education during residency is still inadequate. The objective of this study was to determine the influence of medical liability on practice decisions and to evaluate the adequacy of current medical liability curricula. Methods All fourth-year residents (n = 1274) in 264 Accreditation Council for Graduate Medical Education–accredited allopathic and 25 osteopathic US obstetrics and gynecology residency training programs were asked to participate in a survey about postgraduate p

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Lee, Albert S., Lynn Chang, Eric Feng, and Scott Helf. "Reliability and Validity of Conversion Formulas Between Comprehensive Osteopathic Medical Licensing Examination of the United States Level 1 and United States Medical Licensing Examination Step 1." Journal of Graduate Medical Education 6, no. 2 (2014): 280–83. http://dx.doi.org/10.4300/jgme-d-13-00302.1.

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Abstract Background The Comprehensive Osteopathic Medical Licensing Examination of the United States (COMLEX-USA) Level 1 and United States Medical Licensing Examination (USMLE) Step 1 scores are important factors in the selection process of medical students into US residency programs. Objectives The goals of this study were to investigate the correlation between the COMLEX-USA Level 1 and the USMLE Step 1 and to assess the accuracy of the existing formulas in predicting USMLE scores from COMLEX-USA scores. Methods A retrospective study of 1016 paired COMLEX-USA Level 1 and USMLE Step 1 scores

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Moberly, Heather K., Dong Joon Lee, Michael David Kessler, and Esther Elizabeth Carrigan. "Supporting the next generation of Texas A&M University scholars." Library Management 39, no. 8/9 (2018): 597–604. http://dx.doi.org/10.1108/lm-10-2017-0104.

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Purpose The speed of information transfer, discovery, and evaluation is accelerating the timeline for young researchers to establish their scholarly identity. A clear scholarly identity is an essential element in developing and maintaining a scholar’s reputation. The paper aims to discuss this issue. Design/methodology/approach Texas A&M University is developing workflows and programmatic support for graduate students as they navigate a labyrinth of tools, such as ORCID iD, to establish and manage their identity and reputation. Findings This paper discusses the evolution of a collaboration

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Gale Wagner, G. "Texas A&M University's College of Veterinary Medicine and Biomedical Sciences: Global Veterinary Leadership Program." Journal of Veterinary Medical Education 33, no. 2 (2006): 299–300. http://dx.doi.org/10.3138/jvme.33.2.299.

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Cardinal, Bradley J., Eugene A. Park, MooSong Kim, and Marita K. Cardinal. "If Exercise is Medicine, Where is Exercise in Medicine? Review of U.S. Medical Education Curricula for Physical Activity-Related Content." Journal of Physical Activity and Health 12, no. 9 (2015): 1336–43. http://dx.doi.org/10.1123/jpah.2014-0316.

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Background:This study provides an update on the amount and type of physical activity education occurring in medical education in the United States in 2013. It is the first study to do so since 2002.Methods:Applying content analysis methodology, we reviewed all accessible accredited doctor of medicine and doctor of osteopathic medicine institutions’ websites for physical activity education related coursework (N = 118 fully accessible; 69.41%).Results:The majority of institutions did not offer any physical activity education–related courses. When offered, they were rarely required. Courses addre

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Hudder, Alice, Sean Tackett, and Kim Moscatello. "First-Year Experience Implementing an Adaptive Learning Platform for First- and Second-Year Medical Students at the Lake Erie College of Osteopathic Medicine." Journal of the American Osteopathic Association 119, no. 1 (2019): 51. http://dx.doi.org/10.7556/jaoa.2019.008.

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Harring, Theresa R., N. Thao T. Nguyen, Hao Liu, Saul J. Karpen, John A. Goss, and Christine A. O'Mahony. "Liver transplantation in cystic fibrosis: A report from Baylor College of Medicine and the Texas Children's Hospital." Pediatric Transplantation 17, no. 3 (2013): 271–77. http://dx.doi.org/10.1111/petr.12057.

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Pabalinas, Lawrence Earl T., Juan Gonzalez, Jacqueline Luevano, Joseph Rayner, Aldo Valdez, and Alexis Ortiz. "Prediabetes And Diabetes In College-aged Students At A Hispanic-serving Institution In South Texas." Medicine & Science in Sports & Exercise 49, no. 5S (2017): 1018. http://dx.doi.org/10.1249/01.mss.0000519792.28056.ce.

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Roche, Rosellen, Joel Manzi, Terra Ndubuizu, and Samantha Baker. "Self-Efficacy as an Indicator for Success in a Premedical Curriculum for Underrepresented Minority High School Students." Journal of Medical Education and Curricular Development 7 (January 2020): 238212052094066. http://dx.doi.org/10.1177/2382120520940661.

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Context: The Aspiring DOctors PreCollege Program at the Ohio University Heritage College of Osteopathic Medicine Cleveland Campus is unique among other precollege pipeline and mini-medical school programs in that it engages learners from urban underserved communities for an entire academic year as a cocurricular adjunct to their high school course load. One day per month, students are brought to the medical college campus and introduced to the field of osteopathic medicine. Students also participate in activities related to preparing for college admissions, diversity in higher education, menta

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West, Abbie, Cara Cawley, Elizabeth Crow, et al. "The Impact of an Educational Program on Medical Students’ Knowledge and Awareness of Elder Abuse." Journal of Medical Education and Curricular Development 8 (January 2021): 238212052110164. http://dx.doi.org/10.1177/23821205211016487.

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Objective: Approximately 1 in 6 adults 60 and older have experienced a form of abuse in the past year. Many cases remain under-reported due to lack of knowledge and awareness. This study created an educational program on elder abuse for medical students to determine if participation would increase knowledge and awareness of elder abuse. Methods: This study used a pre and post survey methodology to evaluate students’ knowledge and awareness of elder abuse before and after participating in this educational program. Sixty first and second year osteopathic medical students at the Edward Via Colleg

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Kellaway, Peter. "Neurophysiology and Clinical Electroencephalography at Baylor College of Medicine and Its Teaching Hospitals in the Texas Medical Center." Journal of Clinical Neurophysiology 11, no. 4 (1994): 432–47. http://dx.doi.org/10.1097/00004691-199407000-00005.

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