To see the other types of publications on this topic, follow the link: University of Bishop's College. Faculty of Medicine.
Journal articles on the topic 'University of Bishop's College. Faculty of Medicine'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'University of Bishop's College. Faculty of Medicine.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Grace, Dominick. "“Speche of thynges smale”: Micro-College Medievalism at Algoma University College." Florilegium 20, no. 1 (January 2003): 19–21. http://dx.doi.org/10.3138/flor.20.006.
Full textAbstract:
The phrase “medieval studies” is virtually meaningless at a small school such as Algoma University College. One faculty member out of the entire faculty complement of just over 30 is a specialist in a medieval discipline, Medieval English Literature (especially Chaucer), and though AUC does have a handful of courses on medieval topics on its books (e.g. History of Medieval Europe, Medieval Philosophy), the only ones offered regularly are the upper-year Chaucer courses. Courses in medieval drama and romance are on the books, but only the drama course has been offered, and only as a Directed Studies course. Library holdings are so sparse that even many major texts (literary and critical) are available only through inter-library loan, and most major (and all minor) journals focusing on medieval studies are not in our holdings (we receive exactly three medieval-focused journals here, and Florilegium is not, I regret, among them). Research on medieval topics is therefore and of necessity difficult, requiring long delays as inter-library loan materials trickle in, as well as extensive travel to other sites. Furthermore, few students take courses focusing on medieval topics, and even fewer of them acquire an abiding love for the subject that carries them forward to careers as medievalists. Indeed, in my years at AUC, not a single student (to my knowledge) has pursued graduate studies in any medieval discipline. The preservation, let alone the nurturing and growth, of medieval studies, is extremely difficult under such circumstances. One might imagine that a rewarding, or even an interesting, career as a medievalist would be impossible under such circumstances.
2
McFarland, Jenny, and Pamela Pape-Lindstrom. "The pipeline of physiology courses in community colleges: to university, medical school, and beyond." Advances in Physiology Education 40, no. 4 (December 2016): 473–76. http://dx.doi.org/10.1152/advan.00141.2016.
Full textAbstract:
Community colleges are significant in the landscape of undergraduate STEM (science technology, engineering, and mathematics) education (9), including biology, premedical, and other preprofessional education. Thirty percent of first-year medical school students in 2012 attended a community college. Students attend at different times in high school, their first 2 yr of college, and postbaccalaureate. The community college pathway is particularly important for traditionally underrepresented groups. Premedical students who first attend community college are more likely to practice in underserved communities (2). For many students, community colleges have significant advantages over 4-yr institutions. Pragmatically, they are local, affordable, and flexible, which accommodates students' work and family commitments. Academically, community colleges offer teaching faculty, smaller class sizes, and accessible learning support systems. Community colleges are fertile ground for universities and medical schools to recruit diverse students and support faculty. Community college students and faculty face several challenges (6, 8). There are limited interactions between 2- and 4-yr institutions, and the ease of transfer processes varies. In addition, faculty who study and work to improve the physiology education experience often encounter obstacles. Here, we describe barriers and detail existing resources and opportunities useful in navigating challenges. We invite physiology educators from 2- and 4-yr institutions to engage in sharing resources and facilitating physiology education improvement across institutions. Given the need for STEM majors and health care professionals, 4-yr colleges and universities will continue to benefit from students who take introductory biology, physiology, and anatomy and physiology courses at community colleges.
3
Randall, David C., Frank H. Wilbur, and Timothy J. Burkholder. "Two models for an effective undergraduate research experience in physiology and other natural sciences." Advances in Physiology Education 28, no. 2 (June 2004): 68–72. http://dx.doi.org/10.1152/advan.00051.2002.
Full textAbstract:
68A realistic research experience is beneficial to undergraduate students, but it is often difficult for liberal arts colleges to offer this opportunity. We describe two approaches for developing and maintaining an interdisciplinary research program at small colleges. An active and continuing involvement of an individual with extensive research experience is an essential element in both. One model was developed by the faculty of Taylor University, Upland, IN and a research scientist who had retired from a major university to join the Taylor faculty as their first Research Professor. The school’s Science Research Training Program was initially funded by a modest endowment provided by interested alumni and by extramural grants awarded to the Research Professor and to the institution; the program now enjoys significant funding from diverse sources. Taylor is not located near any large research university and consequently supplies all resources required for the experiments and stipends for students pursuing projects full-time during the summer. The second model was developed by the faculty at Asbury College in Wilmore, KY, working with a scientist having a full-time appointment at the University of Kentucky and a part-time appointment at the college. In this approach, Asbury faculty may place their students for a period of training, often during the summer, in a laboratory of a cooperating host faculty at the University of Kentucky or other institution. The host faculty funds the research and pays a stipend to those students who work full-time during the summer. Relationships established between faculty at the College and at the University of Kentucky have been mutually beneficial. The success of both programs is evidenced by the students’ presenting their data at state and national scientific meetings, by their publishing their results in national journals, and by the undergraduate school faculty developing independent research programs.
4
Zupanič Slavec, Zvonka, and Zvonka Zupanič Slavec. "100 years – Faculty of Medicine, University of Ljubljana (1919–2019)." Slovenian Medical Journal 88, no. 11-12 (January 9, 2020): 554–75. http://dx.doi.org/10.6016/zdravvestn.3018.
Full textAbstract:
The early beginnings of Slovenian medical education take root in the Enlightenment-era Academia operosorum (Academy of the Industrious, 1693–1725) and its medical section with the physician Marko Gerbec, although the Jesuit College introduced higher education in Ljubljana already in 1619. In 1782, a Medico-Surgical Academy was established in Ljubljana, the first to provide a secondary level of medical education. Later on, when a part of present Slovenian lands was included in the Illyrian Provinces (1809–1813) as a part of Napoleon’s French Empire, with Ljubljana as capital, the school advanced to the level of a medical faculty (École Centrale). The subsequent restoration of Austrian sovereignty prevented the school from completing even the first class of graduates’ training. In 1848, Medico-Surgical Academy was dissolved and only midwifery schools remained.
It was only after disintegration of the Austro-Hungarian Monarchy, as a consequence of the World War I, that in 1919 the first Slovenian University was established in Ljubljana, and within it a incomplete medical faculty was offering four preclinical semesters. In 1940, fifth and sixth semesters were added to the Faculty. The liberation impetus led in July 1945 to the establishment of a complete medical faculty including five years course divided in ten semesters. In the 1949/1950 academic year, the Faculty of Medicine was separated from the University and trained one generation of physicians as a medical college; in 1954, it was reintegrated into the University. During that period, in autumn 1949, the Faculty of Stomatology was established, which soon joined with the Faculty of Medicine, whereupon two departments were established: one for general medicine and one for stomatology (dental medicine). In the 1968/1969 academic year, the Faculty of Medicine introduced a master’s programme, and in 1995 a uniform doctoral programme; in the academic year 1989/1990 the programmes of medicine and dental medicine were extended to twelve semesters.
In 1975, the new Ljubljana Medical Centre building was finished and the Faculty thus obtained the necessary lecture halls, classrooms, and rooms for clinical practice. In the next decade, in 1987, the main preclinical institutes moved to the new building of the Faculty and students finally received state-of-the-art lab classrooms, facilities, and other infrastructure. In 2015, the Faculty also constructed a new building for preclinical institutes for biochemistry and cell biology. Throughout the years the programme has continued to improve and stay up to date, and the Bologna system of education was introduced in the academic year 2009/2010.
In its hundred years of existence, the Faculty of Medicine has trained approximately 9,000 physicians and 2,000 dentists, and awarded more than 1,700 doctors of science degrees and more than 1,000 master of science degrees in the postgraduate programme for physicians and dentists; it has also trained many students in graduate clinical training programmes. The Faculty of Medicine is oriented towards the future, a strong connection between theory and practice, interdisciplinary and international cooperation, and especially training new high-quality medical professionals.
5
Carter, Donald R., and Russell G. Postier. "The University of Oklahoma College of Medicine Department of Surgery: Indian Territory to the 21st Century." American Surgeon 76, no. 4 (April 2010): 354–57. http://dx.doi.org/10.1177/000313481007600409.
Full textAbstract:
The Surgery Department of the University of Oklahoma College of Medicine is profiled in this article, including history, goals, opportunities, and demographics. Our research programs, clinical resources, teaching hospitals, and faculty diversity are reviewed. The local and national contributions of our faculty members and 212 chief residents who have completed our program are enumerated.
6
Al Wadry, Nadia. "Faculty Development Initiatives at the College of Medicine & Health Sciences, Sultan Qaboos University, Muscat, Oman." Sultan Qaboos University Medical Journal [SQUMJ] 20, no. 3 (October 5, 2020): 271. http://dx.doi.org/10.18295/squmj.2020.20.03.005.
Full textAbstract:
Faculty development is necessary to improve and update teaching and learning methodologies. As such, a variety of learning activities have been designed to improve teaching competencies of individual teachers. The College of Medicine & Health Sciences at Sultan Qaboos University, Muscat, Oman, recognised the need for teacher training in order to bring faculty up-to-date in teaching and assessment methodologies. A programme of regular and one-time interventions consisting of short courses, workshops and a series of lectures was offered. Feedback from the participants and facilitators led to programme expansion and enhancement. This special contribution discusses the impact of the programme on faculty and the college.Keywords: Teacher Training; Medical Education; Oman.
7
Nardi, Deena, and Carol Wilson. "A Faculty Practice Plan for the Acute Care and Critical Care Nurse." AACN Advanced Critical Care 19, no. 1 (January 1, 2008): 78–84. http://dx.doi.org/10.4037/15597768-2008-1010.
Full textAbstract:
This article discusses faculty clinical practice and explains the steps that one group of nursing faculty used to develop a faculty practice plan at a private college of nursing in a small, faith-based university in a mid-western city. The goal of the faculty practice plan was to link faculty interests and advanced practice skills with targeted populations and community needs. This was done to provide healthcare services to schools, agencies, health and human services programs, and populations in need. Examples of faculty roles in the faculty practice domains of educator, researcher, and expert clinician in an acute care setting illustrate how nurses can individualize their participation in the faculty practice plan to support their professional career goals. Faculty practice plans can benefit not only nursing faculty but also the college of nursing, its students, and its community and populations of interest.
8
Goss, David A. "Some Memorable Faculty Members at Pacific University College of Optometry in the Early 1970s." Hindsight: Journal of Optometry History 51, no. 4 (November 17, 2020): 101–5. http://dx.doi.org/10.14434/hindsight.v51i4.31678.
Full textAbstract:
This article continues discussion of optometry faculty at Pacific University in the early 1970s. Part 1 profiled Charles Margach, O.D., M.S., Colin Pitblado, Ph.D., and Don West, O.D.; Part 2 presented notes on John Gerke, Ph.D., Margaret Gilbert, Ph.D., Mort Gollender, Ph.D., Leonard Levine, Ph.D., Jurgen Meyer-Arendt, M.D., Ph.D., Theodore Oakberg, Ph.D., Oscar Richards, Ph.D., and Frank Thorn, Ph.D.; and Part 3 provided brief bios of Bradford Wild, O.D., Ph.D., Earle Hunter, O.D., and Richard Septon, O.D., M.S.1-3 Considered first in this part will be some of the optometrists whose instructional duties were mostly in the classroom and laboratory. The latter part of this article will present notes on a few of the part-time faculty who worked in the clinic.
9
Trouli, Hara. "PAM Day: Department of Performing Arts Medicine, University College London, 17 June 2017." Medical Problems of Performing Artists 33, no. 1 (March 1, 2018): 74. http://dx.doi.org/10.21091/mppa.2018.1012.
Full textAbstract:
On 17 June 2017 the first PAM DAY was launched at the Institute of Sport Exercise and Health in London. This was organised by the Department of Performing Arts Medicine which is part of the Division of Surgery and Interventional Science at University College London. The Department runs a Master’s Programme in Performing Arts Medicine, and faculty and graduates of the course put together an event to bring awareness of Performing Arts Medicine to the medical profession, the performance educators, and the professionals in the arts.
10
Alfhaid, Fahad, Sawsan Abdalla, Khaled Khalil, and Elsadig Mohamed. "Perceptions and satisfaction of Faculty towards Quality Unit: College of Medicine, Majmaah University, Saudi Arabia." Majmaah Journal of Health Sciences 9, no. 1 (2021): 95. http://dx.doi.org/10.5455/mjhs.2021.01.010.
Full text
11
Woodger, Kevin, and Elizabeth A. Stone. "The Ontario Veterinary College and the Establishment of the University of Guelph." Ontario History 108, no. 1 (July 24, 2018): 43–63. http://dx.doi.org/10.7202/1050611ar.
Full textAbstract:
This paper examines the creation of the University of Guelph in the early 1960s from the perspective of the Ontario Veterinary College, one of the University’s three founding colleges. We argue that although there were concerns that OVC would be overshadowed if it were to join a traditional university, the prospect of the creation of the University of Guelph was greeted largely with enthusiasm and the College benefitted from a close association with a traditional university. Nevertheless the faculty and alumni of OVC were genuinely concerned that joining a traditional university would hamper its ability to train veterinarians and divert much needed funding to other disciplines. In contrast, in its sister school the Ontario Agricultural College, any fears associated with joining a university came from politicians and administrators rather than from within Ontario’s agricultural community.
12
Younger, D. H. "William Thomas Tutte. 14 May 1917 — 2 May 2002." Biographical Memoirs of Fellows of the Royal Society 58 (January 2012): 283–97. http://dx.doi.org/10.1098/rsbm.2012.0036.
Full textAbstract:
William Tutte, born in Newmarket, completed a master’s degree in chemistry at Cambridge at the end of 1940, whereupon he was recruited to work at Bletchley Park as a cryptographer. He became the primary person responsible for breaking the Fish code used for high-level Army communication. After the war he returned to Cambridge as a Fellow of Trinity College, for three years of study for a PhD in mathematics. On completing his degree in 1948, he joined the Faculty of the University of Toronto, where he rose to pre-eminence in combinatorics. In 1962 he moved to the University of Waterloo, where he had a significant role in the development of the university and its Faculty of Mathematics.
13
Kershner, Stacie P. "Best Practices for Teaching Public Health Law: Two Online Resource Libraries." Journal of Law, Medicine & Ethics 44, S1 (2016): 93–96. http://dx.doi.org/10.1177/1073110516644237.
Full textAbstract:
Georgia State University College of Law, through the Center for Law, Health & Society, developed a pair of online libraries for faculty teaching public health law in schools of law or public health. Development of these libraries was funded by a grant from the Robert Wood Johnson Foundation as part of The Future of Public Health Law Education: Faculty Fellowship Program. This article describes the goals of the program addressed by the libraries, the development process, the resources included, and how faculty may benefit from the materials and provide materials benefitting other faculty across the country.
14
Odukoya, OluwakemiOlolade, FolasadeTolulope Ogunsola, Bolanle Banigbe, SikeadeOlawumi Caleb-Adepoju, Olalekan Folarin, BosedeBukola Afolabi, NjidekaUlunma Okubadejo, et al. "A preprogram appraisal of factors influencing research productivity among faculty at college of medicine, University of Lagos." Annals of African Medicine 19, no. 2 (2020): 124. http://dx.doi.org/10.4103/aam.aam_54_19.
Full text
15
Aldawsari, Saad Abbas, Abdullah Ayidh Alotaibi, Khalid Mohamed Alabdulwahhab, Elsadig Yousif Mohamed, and Sharafeldin Abdelmajid. "Knowledge, attitudes and practices of faculty members' about computer vision syndrome, Majmaah University, Saudi Arabia." International Journal Of Community Medicine And Public Health 5, no. 9 (August 24, 2018): 3801. http://dx.doi.org/10.18203/2394-6040.ijcmph20183567.
Full textAbstract:
Background: Computer vision syndrome (CVS) is a group of eye problems that result from using the computer for a long time, it became a health problem. This syndrome is characterized by several symptoms including eyestrain, headaches and neck pain. The aim of the study was to investigate the knowledge, attitude, and practice of faculty members' about computer vision syndrome, Majmaah University, Saudi Arabia.Methods: The present study is cross-sectional study, which was conducted in Majmaah city in Sudair area in the north of Riyadh region. The study included faculty members of the College of Medicine and medical science college, Majmaah University.Results: There were 86 (74.8%) males, and 29 (25.2%) females participated in this study. The mean±SD of years using a computer by participants was 14.78±5.69 years and the mean±SD of hours spent using a computer daily was 5.25±2.2. There were 91.3% knew the bad effects of computer on the eyes, the most common symptoms resulted from long period of using computer were eyestrain 28.7% and headache 14.8%. The mean±SD score of attitude was 67.75±7.72.Conclusions: There is good knowledge, attitude and practice among faculty members about computer vision syndrome.
16
Dongardive, Prakash. "Use of Electronic Information Resources at Mekelle University, Ethiopia." International Journal of Digital Literacy and Digital Competence 10, no. 3 (July 2019): 49–76. http://dx.doi.org/10.4018/ijdldc.2019070104.
Full textAbstract:
The present research work describes the use of the electronic resources by the teaching community at Mekelle University, Ethiopia. The survey was conducted by using questionnaires to collect the data. The questionnaires were administered to a total of 1,516 on-duty teaching faculty of seven colleges. This is including the College of Natural and Computational Sciences, the College of Veterinary Medicine, the College of Health Science, the College of Law and Governance, the College of Business and Economics, the College of Language and Social Sciences, the College of Dry Land Agriculture and Natural Resources as well as nine regular institutes including: the Ethiopian Institute of Technology, Mekelle Institute of Technology, the Institute of Paleo Environment and Heritage Conservation, the Institute of Pedagogical Sciences, the Institute of Geo-Information and Earth Observation Sciences, the Institute of Environment and Gender Development Studies, the Institute of Population Studies, the Institute for Climate and Society, and the Institute for Water and Environment at Mekelle University. The survey also examines the purpose of use, frequency, difficulties, and availability of electronic information resources subscribed by Mekelle University Digital Library. Finally, the data has been interpreted, concluded and suggestions have been given for the improvement of electronic information resources at the library web portal.
17
Hoffmann, Diane E., Chikosa Banda, and Kassim Amuli. "Laying the Foundation for an Interprofessional, Comparative Health Law Clinic: Teaching Health Law." Journal of Law, Medicine & Ethics 42, no. 3 (2014): 392–400. http://dx.doi.org/10.1111/jlme.12156.
Full textAbstract:
In June 2013, faculty from the University of Maryland Carey School of Law, along with students from the law school and several health professional schools at the University of Maryland, Baltimore, visited Malawi, in southeast Africa. While there, they met with faculty and students at the University of Malawi Chancellor College to discuss the possibility of establishing an ongoing collaboration between the two universities’ law schools. The starting point for our discussion was the potential establishment of a multi-professional, comparative health law clinic that would focus on serving individuals living with HIV and AIDS (PLWHA). This goal would serve two objectives of the Law & Health Care Program (L&HCP) at Maryland: to increase interprofessional education (IPE) opportunities and to expose law students to more global health law issues. Establishing this clinic would also be consistent with two strategic objectives of the University of Malawi Faculty of Law: to establish links with other law schools providing clinical legal education, and to contribute to Malawi’s efforts to solve HIV/AIDS-related problems.
18
ALNuaim, Lulu A., and Luluwah H. Alolayan. "The Educational Needs of a Sample of Faculty Members at the College Of Medicine in King Saud University." Journal of Educational & Psychological Sciences 19, no. 01 (March 1, 2018): 543–79. http://dx.doi.org/10.12785/jeps/190116.
Full text
19
El Naggar, Marwa Ahmed Abd El-Aziz. "Needs Assessment for a Longitudinal Faculty Development Program at the College of Medicine, Aljouf University, Sakaka, Saudi Arabia." Aljouf University Medical Journal 3, no. 1 (March 2016): 30–43. http://dx.doi.org/10.12816/0045341.
Full text
20
Dunning, Dianne, Sherry L. Buckles, and David C. Dorman. "Grateful Client Philanthropy and Veterinary Medicine: Experiences at North Carolina State University." Veterinary Sciences 6, no. 2 (May 16, 2019): 44. http://dx.doi.org/10.3390/vetsci6020044.
Full textAbstract:
The historical reliance of state and federal funds as a sole source of veterinary educational activities has created a funding gap at many academic institutions. Due to declining resources, philanthropy has become an important source of financial support for veterinary colleges in the United States. In particular, for academic institutions with veterinary hospitals, grateful client philanthropy has been an increasingly important area of resource growth. Philanthropic gifts support innovative research, scholarship and capital, and programmatic initiatives. Areas of giving are often geared towards major infrastructure gifts and naming opportunities, faculty endowment, student scholarships, and other gift opportunities. This review provides an overview of grateful client philanthropy at North Carolina State University College of Veterinary Medicine and explores the various giving opportunities and challenges of donor giving in veterinary medicine. (129/200)
21
Simic-Vukomanovic, Ivana, Goran Mihajlovic, Sanja Kocic, Nela Djonovic, Dragic Bankovic, Vladimir Vukomanovic, and Slavica Djukic-Dejanovic. "The prevalence and socioeconomic correlates of depressive and anxiety symptoms in a group of 1,940 Serbian university students." Vojnosanitetski pregled 73, no. 2 (2016): 169–77. http://dx.doi.org/10.2298/vsp141106143s.
Full textAbstract:
Background/Aim. Mental health of university students is under increasing concern worldwide, because they face challenges which predisposes them to depression and anxiety. The aim of this study was to identify demographic and socioeconomic variables associated with depressive and anxiety symptoms among university students. Methods. This cross-sectional study on 1,940 university students was performed using a questionnaire including demographic and socioeconomic variables, Beck Depression Inventory and Beck Anxiety Inventory. Results. The prevalence of depressive symptoms in students was 23.6%, while the prevalence of anxiety symptoms was 33.5%. The depressive symptoms were significantly related to the study year (p = 0.002), type of faculty (p = 0.014), satisfaction with college major choice (p < 0.001), satisfaction with grade point average (p < 0.001). Female students (odds ratio - OR = 1.791, 95% confidence interval - CI = 1.351-2.374), older students (OR = 1.110, 95% CI = 1.051-1.172), students who reported low family economic situation (OR = 2.091, 95% CI = 1.383-3.162), not owning the room (OR = 1.512, 95% CI = 1.103-2.074), dissatisfaction with graduate education (OR = 1.537, 95% CI = 1.165-2.027) were more likely to show depressive symptoms. The anxiety symptoms were significantly related to study year (p = 0.034), type of faculty (p < 0.001), family economic situation (p = 0.011), college residence (p = 0.001) satisfaction with the college major choice (p = 0.001), and satisfaction with graduate education (p < 0.001). Female students (OR = 1.901, 95% CI = 1.490-2.425), and students who reported parents high expectations of academic success (OR = 1.290, 95% CI = 1.022-1.630) were more likely to show anxiety symptoms. Conclusion. This is one of the largest study examining mental disorders in a sample of university students in Serbia. These findings underscore the importance of early detections of mental problems and prevention interventions in university students.
22
Adams, Aileen K. "The Delayed Arrival: From Davy (1800) to Morton (1846)." Journal of the Royal Society of Medicine 89, no. 2 (February 1996): 96P—100P. http://dx.doi.org/10.1177/014107689608900214.
Full textAbstract:
Dr Adams was previously consultant anaesthetist to Addenbrooke's Hospital, Cambridge, with a special interest in ophthalmic and neuroanaesthesia, and Associate Lecturer in Cambridge University. She was Dean of the Faculty of Anaesthetists of the Royal College of Surgeons of England in 1985, now the Royal College of Anaesthetists, of which she is currently Honorary Archivist/Curator. She was Hunterian Professor in the Royal College of Surgeons in 1993, and is a past president of the History of Anaesthesia Society. Within the RSM she was president of the Section of Anaesthetics in 1985-1986 and of the Section of the History of Medicine in 1994-1995, having served as Honorary Secretary of each. She is now an Honorary Treasurer of the Society.
23
Abraham, RR, V. Pallath, C. AM, K. Ramnarayan, and A. Kamath. "Avenues for Professional Development: Faculty Perspectives from an Indian Medical School." Kathmandu University Medical Journal 10, no. 4 (September 3, 2014): 60–65. http://dx.doi.org/10.3126/kumj.v10i4.10997.
Full textAbstract:
Background Medical school faculty in India are challenged to balance teaching and professional development. Melaka Manipal Medical College (MMMC), Manipal Campus, Manipal University, India offers the Bachelor of Medicine and Bachelor of Surgery (MBBS) program. The institution incorporates certain effective practices based on adult learning principles which are aimed at fostering the professional development of faculty members. Objectives The present study was undertaken to explore the perceptions of faculty members regarding the scope for professional development at Melaka Manipal Medical College, Manipal Campus. Methods In September 2009, a questionnaire comprising items (23) focusing on five adult learning principles (active participation, relevant learning, constructive feedback, safe, non-threatening environment and previous experiences) was designed and faculty members (n=23) were asked to respond to it on a 5-point Likert scale. Additionally, a force field analysis was conducted by asking the faculty to identify three factors which facilitated them to consciously get involved in professional development activities. They were also asked to identify three unfavorable factors that hindered their professional development. Results Among the five characteristics, relevant learning was found to have a high mean score. Frequency analysis of responses revealed that at Melaka Manipal Medical College, there was ample scope for relevant self-learning that fosters professional development (91.3%). Force field response analysis revealed Melaka Manipal Medical College offered considerable flexibility and opportunities for continuing professional development along with faculty members’ prevailing role as teachers. Nevertheless, the need for more research facilities and funds was highlighted. Conclusions Adherence to adult learning principles may provide avenues for professional development in medical schools. An organized attempt to make the medical school faculty aware of the scope of these practices appears to be necessary to nurture professional development in settings where there are resource constraints. DOI: http://dx.doi.org/10.3126/kumj.v10i4.10997 Kathmandu Univ Med J 2012;10(4):60-65
24
Wolfe, Jesse, Jenna Wolfe, Kevin Smith, Robert Yoho, and Vassilios Vardaxis. "A Strategic Plan for Increasing Scholarly Activity Among Medical Students, Residents, and Faculty." Journal of the American Podiatric Medical Association 108, no. 4 (July 1, 2018): 292–303. http://dx.doi.org/10.7547/16-014.
Full textAbstract:
Background: Scholarly activity among students, residents, and faculty provides the foundation for medical education. However, a decline in the number of physician-scientists has been acknowledged during the past few decades. As a result, institutions have attempted to increase research activity among students and residents through a variety of means. This study describes a replicative model for medical institutions to increase their research enterprises among medical students, residents, and faculty. Methods: Des Moines University College of Podiatric Medicine and Surgery (DMU-CPMS) developed a Strategic Research Plan (SRP) to increase scholarly activity in the college. The SRP outlined an innovative model to increase research activity, including creating a Director of Research position, modifying the existing curriculum toward an evidence-based focus, increasing extracurricular research opportunities, and fostering collaborative research efforts among students, residents, and faculty. Results: After SRP implementation, an increase in scholarly activity was observed. In the 6 years before implementing the SRP, DMU-CPMS published 11 manuscripts. In the 6 years after initiating the SRP, manuscript publications increased to 50. During this same period, podium presentations at scientific meetings increased from 6 to 40, and students listed as lead author increased from 0 to 16. Conclusions: The SRP provides a replicative model for medical institutions seeking to increase their research enterprises through collaboration among students, residents, and faculty. To our knowledge, this is the first study to demonstrate a research plan aimed at increasing scholarly activity among a comprehensive scope of individuals in medical education.
25
Takahashi, S. Glover, S. Verma, L. Muharuma, and R. Zulla. "6. CanMEDSification: The role of postgraduate medicine office in supporting the learning and teaching of CanMEDs Roles." Clinical & Investigative Medicine 30, no. 4 (August 1, 2007): 30. http://dx.doi.org/10.25011/cim.v30i4.2766.
Full textAbstract:
The Postgraduate Medical Education Office at the University of Toronto has implemented a range of faculty development initiatives targeted at supporting the full implementation of CanMEDS roles and competencies in the day to day learning, teaching and evaluation of residents across the highly distributed postgraduate medicine training programs. In October 2005, the Royal College of Physicians and Surgeons of Canada (RCPSC) released a revised version of the CanMEDS roles. In June 2006, the RCPSC accreditation standards for postgraduate medicine changed some standards which result in an increased expectation of implementation of the CanMEDS roles in teaching and evaluation of residency programs.
From 2005 to 2007, there have been numerous initiatives by the Postgraduate Medical Education Office to support the understanding and implementation of the CanMEDS roles into the learning, evaluation and outcomes of postgraduate training at the University of Toronto. The PGME Office supported the ‘CanMEDSification’ or integration of the CanMEDS framework by: 1) Supporting the development of teacher/faculty teaching and evaluation resources; 2) Providing faculty development in the understanding of these competencies; 3) Providing explicit program feedback through the Internal Review process
The CanMEDS roles have been widely integrated into teaching and evaluation at the University of Toronto. The high attendance rates at workshops and positive workshop evaluations indicate the value of centralized faculty development initiatives and also indicate an increasing confidence in using CanMEDS. The workshop evaluations also indicate a need for additional faculty development in evaluating the non Medical Expert roles.
Shorter E. Oxford English Dictionary (5th ed.). Oxford, UK: Oxford University Press, 2002.
Harris, IB. Deliberative inquiry: The arts of planning. in E.C. Short (ed.), Forms of curriculum inquiry. Albany: State University of New York Press, 1991; 285-307.
Harris, IB. New expectations for professional competence. In L. Curry & J. F. Wergin (Eds.), Educating professionals: Responding to new expectations for competence and accountability. San Francisco: Jossey-Bass, 1993; 17-52.
26
Peters, Zina V., Lynn N. Norwood, Hetal P. Modi, Heather Goodman, Peggy H. Yang, Nana Coleman, Alicia Monroe, Wayne K. Goodman, and Eric A. Storch. "Addressing the mental health needs of learners and nonlearners in an academic medical center during COVID-19." Bulletin of the Menninger Clinic 85, no. 3 (September 2021): 283–97. http://dx.doi.org/10.1521/bumc_2021_85_02.
Full textAbstract:
The coronavirus disease (COVID-19) has impacted life for people throughout the world, especially for those in health care who experience unique stressors. To support the psychological needs of staff, faculty, and learners at a biomedical sciences university, faculty at Baylor College of Medicine created a mental health and wellness support program consisting of multiple behavioral health care pathways, including phone support, a self-guided mental health app, a coping skills group, and individual therapy services. The authors present this program as a model for academic institutions to support the well-being of faculty, staff, and learners.
27
Hukama, Adhan. "Analisis Bauran Pemasaran dan Faktor Sosial Terhadap Keputusan Mahasiswa Memilih Fakultas Non Kedokteran Universitas XYZ." JURNAL MANAJEMEN BISNIS 6, no. 2 (September 27, 2019): 1–13. http://dx.doi.org/10.33096/jmb.v6i2.212.
Full textAbstract:
This study aimed to determine the effect of the marketing mix and social factors on the decision of the students who chose the Faculty of Medicine, University Non-XYZ. This type of research is explanatory research with a quantitative approach. Proportional sampling using stratified random sampling of 250 respondents using multiple linear regression analysis techniques. The results showed that the variables of product, pricing and social factors positive and significant impact on the decision-making college students of the Faculty of Medicine, University Non-XYZ. Two other variables, location, and promotion of positive and not significant. While physical evidence and no significant negative effect on a student's decision lecture at the University of XYZ.
28
Gilson, Carly B., Christina M. Gushanas, Yi-Fan Li, and Kaitlin Foster. "Defining Inclusion: Faculty and Student Attitudes Regarding Postsecondary Education for Students With Intellectual and Developmental Disabilities." Intellectual and Developmental Disabilities 58, no. 1 (February 1, 2020): 65–81. http://dx.doi.org/10.1352/1934-9556-58.1.65.
Full textAbstract:
Abstract Inclusion across education contexts is critical to acknowledge and inspire the full potential of people with intellectual and developmental disabilities (IDD). In the early stages of a postsecondary education program's development, peers and faculty are integral stakeholders to promoting an inclusive campus life. We conducted a campus-wide survey at a large public university to evaluate the perspectives of 1,867 faculty and students regarding their views of inclusion in student life and their attitudes toward prospective students with IDD. We incorporated a mixed-methods approach to summarize these views by using correlations, linear regression, and qualitative analysis of open-ended responses. We offer recommendations for research and practice aimed at increasing inclusive opportunities for students with IDD and their peers on college campuses.
29
Dong, Bella. "Reviewer Acknowledgements for Journal of Food Research, Vol. 6 No. 4." Journal of Food Research 6, no. 4 (July 31, 2017): 159. http://dx.doi.org/10.5539/jfr.v6n4p159.
Full textAbstract:
Journal of Food Research wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal are greatly appreciated.Journal of Food Research is recruiting reviewers for the journal. If you are interested in becoming a reviewer, we welcome you to join us. Please find the application form and details at http://recruitment.ccsenet.org and e-mail the completed application form to jfr@ccsenet.org.Reviewers for Volume 6, Number 4Afef Janen, Alabama A&M University, United StatesAlexandrina Sirbu, Constantin Brancoveanu University, RomaniaAmira Mohamed Elkholy, Suez Canal University, EgyptAntonella Santillo, University of Foggia, ItalyArulmozhi Yuvaraj, Bharathiar University, IndiaAsima Asi Begic-Akagic, Faculty of Agriculture and Food Sciences, BosnianBeatriz Sevilla-Moran, INIA-Instituto Nacional de Investigación y Tecnología Agraria y Alimentaria, SpainCristina Damian, Stefan cel Mare University of Suceava, Faculty of Food Engineering, RomaniaDiego A. Moreno-Fernández, CEBAS-CSIC, SpainEduardo Esteves, Universidade do Algarve and Centre of Marine Sciences, PortugalElsa M Goncalves, Instituto Nacional de Investigacao Agrária (INIA), PortugalHaihan Chen, University of California, United StatesJ. Basilio Heredia, Research Center for Food and Development, MexicoJose Maria Zubeldia, Gestión Sanitaria de Canarias – Gobierno de Canarias, SpainLenka Kourimska, Czech University of Life Sciences Prague, Czech RepublicLuis Patarata, Universidade de Trás-os-Montes e Alto Douro, PortugalMarco Iammarino, Istituto Zooprofilattico Sperimentale della Puglia e della Basilicata, ItalyMarta Mesias, Spanish National Research Council, SpainMarwa Ibrahim Abd El Hamid, Faculty of Veterinary Medicine, Zagazig University, Egypt.Paa Akonor, Council for Scientific and Industrial Research-Food Research Institute, GhanaPalmiro Poltronieri, National Research Council of Italy, ItalyShalini A. Neeliah, Ministry of Agro-industry and food security, MauritiusSonchieu Jean, Higher Technical Teachers Training College (HTTTC), University of Bamenda, CameroonTinna Austen Ng'ong'ola-Manani, Lilongwe University of Agriculture & Natural Resources, MalawiWinny Routray, McGill University, CanadaXinyin Jiang, Brooklyn College, United States
30
Elsamanoudy, Ayman Z., Sherif A. El Saadany, Fatma M. Ghoneim, Nelly N. Abulata, Rasha A. Abu-Kamer, and Mohammed A. Hassanien. "Medical students’ perception towards introducing Facebook as an educational tool in respiratory module-faculty of Medicine-King Abdulaziz University." International Journal Of Community Medicine And Public Health 5, no. 10 (September 24, 2018): 4212. http://dx.doi.org/10.18203/2394-6040.ijcmph20183956.
Full textAbstract:
Background: A social-network is often a kind of social media that is the dedicated website or application. It can enhance, detract from, or magnify the participant’s professional image. Facebook could be of benefit in learning process This article evaluates the trial of introducing Facebook, as an educational tool for second-year medical students in the College of Medicine [The Respiratory Module], King Abdulaziz University.Methods: Introducing Facebook is directed to second-year medical students in the College of Medicine [The Respiratory Module]. A 20-point questionnaire was created and distributed online. It was designed to describe students' perception towards introducing Facebook as an educational tool. The collected data were analyzed with descriptive statistics.Results: The results reveal an overall good perception score regarding most of the questionnaire items. The lowest scores were found in two items only; the role of Facebook to improve the students' writing skills as well as the proposed use of Facebook and other social networks for teaching by most of the staff members. The overall students' satisfaction index satisfaction (77%). Moreover, matching the overall students' satisfaction index to the overall success rate shows a high success rate (99%) that is matched with 77% satisfaction index.Conclusions: From the current study, it could be concluded that professional use of Facebook as an educational tool is associated with good student's perception, satisfaction index and better academic performance. So, Facebook can be used and considered as one of the most efficient online learning community tool.
31
Challenor, Herschelle S. "African Studies at Historically Black Colleges and Universities." African Issues 30, no. 2 (2002): 24–29. http://dx.doi.org/10.1017/s1548450500006454.
Full textAbstract:
Establishing an African studies program at a historically Black college or university (HBCU) may seem to make as much sense as carrying coals to Newcastle. In fact, though, very few of these institutions have African studies programs. Howard University is an important exception and was the first HBCU to establish an African studies program. That program, which was led initially by Rayford Logan, was created in 1953 following a $50,000 Ford Foundation grant in 1952. Anthropologist Melville Herskovits established the first African studies program in the United States in 1948. Howard University remains one of the few, if not the only, institution in the United States with an African Studies department that has its own faculty and that offers a doctorate in African studies.
32
Hall, A. K., J. Rich, J. Dagnone, K. Weersink, J. Caudle, J. Sherbino, J. R. Frank, G. Bandiera, and E. Van Melle. "P061: Implementing CBME in emergency medicine: lessons learned from the first 6 months of transition at Queens University." CJEM 20, S1 (May 2018): S78. http://dx.doi.org/10.1017/cem.2018.259.
Full textAbstract:
Introduction: The specialist Emergency Medicine (EM) postgraduate training program at Queens University implemented a new Competency-Based Medical Education (CBME) model on July 1 2017. This occurred one year ahead of the national EM cohort, in the model of Competence By Design (CBD) as outlined by the Royal College of Physicians and Surgeons of Canada (RCPSC). This presents an opportunity to identify critical steps, successes, and challenges in the implementation process to inform ongoing national CBME implementation efforts. Methods: A case-study methodology with Rapid Cycle Evaluation was used to explore the lived experience of implementing CBME in EM at Queens, and capture evidence of behavioural change. Data was collected at 3- and 6- months post-implementation via multiple sources and methods, including: field observations, document analysis, and interviews with key stakeholders: residents, faculty, program director, CBME lead, academic advisors, and competence committee members. Qualitative findings have been triangulated with available quantitative electronic assessment data. Results: The critical processes of implementation have been outlined in 3 domain categories: administrative transition, resident transition, and faculty transition. Multiple themes emerged from stakeholder interviews including: need for holistic assessment beyond Entrustable Professional Activity (EPA) assessments, concerns about the utility of milestones in workplace based assessment by front-line faculty, trepidation that CBME is adding to, rather than replacing, old processes, and a need for effective data visualisation and filtering for assessment decisions by competency committees. We identified a need for administrative direction and faculty development related to: new roles and responsibilities, shared mental models of EPAs and entrustment scoring. Quantitative data indicates that the targeted number of assessments per EPA and stage of training may be too high. Conclusion: Exploring the lived experience of implementing CBME from the perspectives of all stakeholders has provided early insights regarding the successes and challenges of operationalizing CBME on the ground. Our findings will inform ongoing local implementation and higher-level national planning by the Canadian EM Specialty Committee and other programs who will be implementing CBME in the near future.
33
Mahoney, James M., Vassilios Vardaxis, Noreen Anwar, and Jacob Hagenbucher. "Relationship Between Faculty and Standardized Patient Assessment Scores of Podiatric Medical Students During a Standardized Performance Assessment Laboratory." Journal of the American Podiatric Medical Association 106, no. 2 (March 1, 2016): 116–20. http://dx.doi.org/10.7547/14-149.
Full textAbstract:
Background: Direct assessment of health professional student performance of clinical skills can be accurately performed in the standardized performance assessment laboratory (SPAL), typically by health professional faculty. However, owing to time and economic considerations, nonmedical individuals have been specially trained to perform the same function (standardized patients [SPs]). This study compared the assessment scores of the history and physical examination components of a SPAL designed for second-year podiatric medical students at Des Moines University (DMU) by a podiatry medical faculty member and SPs. Methods: A total of 101 students from the classes of 2015 and 2016 were evaluated in 2013 and 2014 by 11 to 13 SPs from the DMU SPAL program. The video recordings of these 101 students were then evaluated by one faculty member from the College of Podiatric Medicine and Surgery at DMU. Results: The Pearson correlation coefficient for each class showed a strong linear relationship between SP and faculty assessment scores. The associations between SP and faculty assessment scores in the history, physical examination, and combined history and physical examination components for the 2016 class (0.706, 0.925, and 0.911, respectively) were found to be stronger than those for the 2015 class (0.697, 0.791, and 0.791, respectively). Conclusions: This study indicated that there are strong associations between the assessment scores of trained SPs and faculty for the history, physical examination, and combined history and physical examination components of second-year SPAL activity for podiatric medical students.
34
Panchanathan, S., V. Patel, H. Silverman, E. H. Shortliffe, and R. A. Greenes. "Biomedical Informatics in the Desert - A New and Unique Program at Arizona State University." Yearbook of Medical Informatics 17, no. 01 (August 2008): 150–56. http://dx.doi.org/10.1055/s-0038-1638594.
Full textAbstract:
Summary Objectives A new academic Biomedical Informatics (BMI) Program in Phoenix, Arizona, embodies a unique organizational structure to draw on the strengths of a computer science and informatics school and the biomedical and clinical strengths of a college of medicine, in an effort to infuse informatics approaches broadly. MethodsThe program reflects a partnership of two state universities that situates the Arizona State University (ASU) Department of BMI on a new downtown Phoenix Biomedical Campus with the University of Arizona (UA) College of Medicine in partnership with ASU (COMPHX). Plans call for development of faculty and expertise in the four major subdomains of BMI, as well as in various cross-cutting capabilities. Results Coming into existence in a state that is investing significantly in biomedical science and technology, BMI has already developed Masters and PhD degree programs, is working with COMPHX to integrate informatics intensively into the education of the medical students, and has been authorized to plan for an undergraduate program in BMI. Reflecting the statewide emphasis on the biomedical and health sector, the growing faculty are engaged in a number of research partnerships and collaborative centers. Conclusions As one of the newest academic BMI programs is taking shape in Arizona, it is embarking on a wide-ranging educational program and a broad research agenda that are now in their earliest stages.
35
Hansen, David E., and Robert J. P. Williams. "Jeremy Randall Knowles CBE. 28 April 1935 — 3 April 2008." Biographical Memoirs of Fellows of the Royal Society 56 (January 2010): 171–87. http://dx.doi.org/10.1098/rsbm.2009.0022.
Full textAbstract:
Jeremy Randall Knowles was remarkable both as a celebrated organic biochemist and as a wise administrator, and throughout his career he retained a lasting love of music and the arts. He was for several years a tutorial Fellow of Wadham College and a lecturer in chemistry at the University of Oxford, 1962–74. In 1974 he left Oxford permanently for Harvard University to become Professor of Chemistry; in 1979 he was named the Amory Houghton Professor of Chemistry and Biochemistry. To the surprise of many, he later gave up this chair to become the Dean of Harvard University's Faculty of Arts and Sciences, a post he held with great distinction from 1991 to 2002. He returned to Harvard's University Hall again as Interim Dean from 2006 to 2007.
36
Irawan, Mohammad Ridho, Asri Mutiara Putri, Sri Maria Puji Lestari, and Achmad Farich. "Hubungan Locus Of Control Dan Dukungan Sosial Dengan College Adjusment Terhadap Mahasiswa Fakultas Kedokteran Umum Universitas Malahayati AngkatanTahun 2019." Malahayati Nursing Journal 3, no. 3 (June 4, 2021): 432–44. http://dx.doi.org/10.33024/mnj.v3i3.4371.
Full textAbstract:
ABSTRACT: RELATIONSHIP OF LOCUS OF CONTROL AND SOCIAL SUPPORT WITH COLLEGE ADJUSTMENT FOR STUDENTS OF THE FACULTY OF GENERAL MEDICINE, MALAHAYATI UNIVERSITY IN 2019 Background: New students are faced with new, unfamiliar situations and a new life full of challenges, while on the other hand, they have various old experiences and habits that are not necessarily suitable for their new life. The support that students feel from their friendship can contribute to the student adjustment process in higher education.Research objectives: To find out the relationship between locus of control and social support with college adjustment for students of the Faculty of Medicine, Malahayati University in 2019.Methods: This type of research is a quantitative, analytic observational design with a cross-sectional approach. The sample was selected by simple random sampling. The sample was 107 respondents. Retrieval of data using a questionnaire sheet. The data analysis technique used Pearson correlation.Results: Statistical test result using chi-square test found a significant correlation between locus of control and social support with college adjustment for students of Faculty of Medicine, Malahayati University in 2019 with p-value = 0.000 (p < 0,05).Conclusion: There is a relationship between Locus Of Control and Social Support with Collage Adjustment for Students of the Faculty of Medicine, Malahayati University in 2019. Keywords: Locus Of Control, Social Support, Collage Adjustment ABSTRAK: HUBUNGAN LOCUS OF CONTROL DAN DUKUNGAN SOSIAL DENGAN COLLEGE ADJUSMENT TERHADAP MAHASISWA FAKULTAS KEDOKTERAN UMUM UNIVERSITAS MALAHAYATI ANGKATAN TAHUN 2019 Latar Belakang :Mahasiswa baru dihadapkan pada situasi baru yang asing dan suatu kehidupan baru yang penuh dengan tantangan, sedangkan di sisi lain mereka memiliki berbagai pengalaman dan kebiasaan lama yang belum tentu sesuai dengan kehidupan baru mereka. Penyesuaian diri di perguruan tinggi juga dipengaruhi oleh kemampuan mahasiswa dalam mengendalikan dirinya dikenal dengan locus of control. Dukungan yang dirasakan oleh mahasiswa dari hubungan pertemanan mereka dapat memberikan kontribusi terhadap proses penyesuaian mahasiswa di perguruan tinggi.Tujuan penelitian: Diketahui hubungan locus of control dan dukungan sosial dengan collage adjusment terhadap Mahasiswa Fakultas Kedokteran Universitas Malahayati tahun 2019.Metode Penelitian :Jenis penelitian kuantitatif, rancangan analitik observasional dengan pendekatan cross sectional. Pengambilan sampel dengan menggukanan teknik simple random sampling dengan jumlah sampel 107 orang. Pengambilan data menggunakan lembar kuesioner. Teknik analisis data menggunakan uji pearson correlation.Hasil penelitian : Data dianalisis secara univariat dan bivariat. Hasil uji statistik menggunakan uji pearson correlation didapatkan hubungan yang bermakna antara locus of control dan dukungan sosial dengan college adjustment pada mahasiswa Fakultas Kedokteran Universitas Malahayati angkatan 2019 dengan nilai p = 0.000 (p < 0,05).Kesimpulan : Ada hubungan bermakna antara locus of control dan dukungan sosial dengan collage adjusment terhadap mahasiswa Fakultas Kedokteran Universitas Malahayati angkatan tahun 2019. Kata Kunci : Locus Of Control, Dukungan Sosial, Collage Adjusment
37
Abu-Odeh, Desiree, Shamus Khan, and Constance A. Nathanson. "Social Constructions of Rape at Columbia University and Barnard College, 1955–90." Social Science History 44, no. 2 (2020): 355–79. http://dx.doi.org/10.1017/ssh.2019.49.
Full textAbstract:
AbstractSex on college campuses has fascinated scholars, reporters, and the public since the advent of coeducational higher education in the middle of the nineteenth century. But the emergence of rape on campus as a public problem is relatively recent. This article reveals the changing social constructions of campus rape as a public problem through a detailed examination of newspaper reporting on this issue as it unfolded at Columbia University and Barnard College between 1955 and 1990. Adapting Joseph R. Gusfield’s classic formulation of public problem construction, we show the ways police and other judicial and law enforcement authorities, feminists, university faculty, student groups, university administrators, and health professionals and institutions have struggled over ownership of how the problem should be defined and described, attribution of responsibility for addressing the problem, and prescriptions for what is to be done. Our findings show how beginning in the late 1960s and early 1970s, the simultaneous swelling of the women’s liberation movement and the exponential integration of women into previously male-dominated institutions of higher education and medicine catalyzed the creation of new kinds of knowledge, institutions, and expertise to address rape and sexual violence more broadly on college campuses. New actors—feminists and health professionals—layered frames of gender and health over those of crime and punishment to fundamentally transform how we understand rape on campus, and beyond.
38
Pape, L., C. D. Page, J. W. Shavlik, G. N. Phillips, P. Brennan, and D. J. Severtson. "Biomedical Informatics Training at the University of Wisconsin-Madison." Yearbook of Medical Informatics 16, no. 01 (August 2007): 149–56. http://dx.doi.org/10.1055/s-0038-1638539.
Full textAbstract:
SummaryThe purpose of this paper is to describe biomedical informatics training at the University of Wisconsin-Madison (UW Madison).We reviewed biomedical informatics training, research, and faculty/trainee participation at UW-Madison.There are three primary approaches to training 1) The Computation & Informatics in Biology & Medicine Training Program, 2) formal biomedical informatics offered by various campus departments, and 3) individualized programs. Training at UW-Madison embodies the features of effective biomedical informatics training recommended by the American College of Medical Informatics that were delineated as: 1) curricula that integrate experiences among computational sciences and application domains, 2) individualized and interdisciplinary cross training among adiverse cadre of trainees to develop key competencies that he or she does not initially possess, 3) participation in research and development activities, and 4) exposure to a range of basic informational and computational sciences.The three biomedical informatics training approaches immerse students in multidisciplinary training and education that is supported by faculty trainers who participate in collaborative research across departments. Training is provided across a range of disciplines and available at different training stages. Biomedical informatics training at UW-Madison illustrates how a large research University, with multiple departments across biological, computational and health fields, can provide effective and productive biomedical informatics training via multiple bioinformatics training approaches.
39
Tanomkiat, Wiwatana. "Memorial-Associated Professor Wilaiporn Bhothisuwan." ASEAN Journal of Radiology 22, no. 2 (August 25, 2021): 67. http://dx.doi.org/10.46475/aseanjr.v22i2.147.
Full textAbstract:
Dr. Bhothisuwan’s academic career in Faculty of Medicine, Siriraj hospital, Mahidol University was successful. She published articles and wrote books on ultrasonography and breast imaging. She was an active member of The Royal College of Radiologists of Thailand, the Radiological Society of Thailand, and the Medical Ultrasonic Society of Thailand. She served in Broad of Directors of The Royal College of Radiologists of Thailand during 1995- 2015 as president for the Medical Ultrasonic Society of Thailand during 2008-2011. We uniformly admired Dr.Bhothisuwan for her clinical expertise, commitment to education, and sweet and worm personality.
40
Newsome, William T. "On Neural Codes and Perception." Journal of Cognitive Neuroscience 7, no. 1 (January 1995): 95–100. http://dx.doi.org/10.1162/jocn.1995.7.1.95.
Full textAbstract:
Bill Newsome is a professor in the Department of Neurobiology at the Stanford University School of Medicine. He received his B.S. in physics from Stetson University in 1974 and his Ph.D. in biology from Caltech in 1980. Following postdoctoral work at MH, he served on the faculty at SUNY Stony Brook before joining the Stanford faculty in 1988. His research has focused on the neural mechanisms underlying visual perception and visually guided behavior. Bill was a corecipient of the Rank Prize in optoelectronics in 1992, and received the Minerva Foundation's Golden Brain Award in the same year. This fall he received the Spencer Award, granted yearly by the College of Physicians and Surgeons at Columbia University for highly original contributions to research in neurobiology. In addition, he won the Kaiser Award for excellence in preclinical teaching granted annually by the Stanford School of Medicine.
41
Borst, Charlotte G. "Choosing the Student Body: Masculinity, Culture, and the Crisis of Medical School Admissions, 1920–1950." History of Education Quarterly 42, no. 2 (2002): 181–214. http://dx.doi.org/10.1111/j.1748-5959.2002.tb00106.x.
Full textAbstract:
“Is it possible to select medical students scientifically?” asked Mary D. Salter in a 1942 journal article that examined the Medical College Aptitude Test (MCAT). Salter, a Lecturer in Psychology at the Faculty of Medicine at the University of Toronto answered affirmatively, pointing out that “scientific selection of students would greatly reduce the wastage of time, money, and effort involved when students fail.”
42
Steiner, Ivan P., Philip W. Yoon, George Goldsand, and Brian H. Rowe. "Resource contribution by Canadian faculties of medicine to the discipline of emergency medicine." CJEM 3, no. 01 (January 2001): 13–18. http://dx.doi.org/10.1017/s1481803500005091.
Full textAbstract:
ABSTRACTObjective:Undergraduate and postgraduate emergency medicine (EM) education has developed rapidly over the last 20 years. Our objective was to establish a national educational inventory, cataloguing the human and financial resources provided to EM programs by Canadian faculties of medicine.Methods:A 17-question survey was distributed to all 27 Canadian EM program directors, representing 11 Royal College of Physicians and Surgeons of Canada (RCPSC) programs and 16 College of Family Physicians of Canada (CFPC-EM) programs. The questionnaire addressed teaching responsibilities, teaching support and academic support in each program.Results:All 27 program directors returned valid questionnaires. Annually, an estimated 3,049 students and residents participate in EM learning. This includes 1,369 undergraduates (45%), 1,621 postgraduates (53%) and 59 others (2%). Of the postgraduates, 173 are EM residents — 92 (53%) in RCPSC programs and 81 (47%) in CFPC-EM programs. Overall, 587 EM faculty teach residents and students, but only 36 (6%) of these hold academic geographical full time positions. At the university level, all 16 CFPC-EM programs are administered by departments of family medicine. Of 11 RCPSC programs, 1 has full departmental status, 2 are free-standing divisions, 3 are administered through family medicine, 3 through medicine, 1 through surgery and 1 by other arrangements. Currently 8 programs (30%) have associate faculty, 14 (52%) have designated research directors and 10 (37%) describe other human resources. Sixteen (59%) programs receive direct financial and administrative support and 17 (63%) receive financial support for resident initiatives. Only 8 program directors (30%) perceive that they are receiving adequate support.Conclusions:Despite major teaching and clinical responsibilities within the faculties of medicine, Canadian EM programs are poorly supported. Further investment of human and financial and human resources is required.
43
Baker, A. B. "Professor Ross Holland: The Special Committee Investigating Deaths under Anaesthesia (Scidua) and His Other Contributions to Anaesthesia." Anaesthesia and Intensive Care 46, no. 1_suppl (July 2018): 18–28. http://dx.doi.org/10.1177/0310057x180460s104.
Full textAbstract:
As a young anaesthetic trainee in 1959 Ross Holland persuaded the Minister of Health in NSW, Australia, to establish SCIDUA, which by law required compulsory reporting for all deaths occurring during anaesthesia or up to 24 hours after cessation of the anaesthetic. The committee was multidisciplinary and, most importantly, had statutory privilege so that no discussions or findings were able to be subpoenaed for other legal investigations or case law. Holland was the foundation secretary of SCIDUA and later Chair. Apart from three years in the 1980s when there were political issues with legal privilege, the committee has met monthly and still meets. Holland was a major figure in antipodean anaesthesia, setting up in 1978 the clinical department at Westmead Hospital Sydney, then in 1987 becoming the foundation Professor to the Department of Anaesthesiology at the University of Hong Kong, and in 1990 foundation Professor and Chair, Department of Anaesthesia and Intensive Care at the University of Newcastle, NSW. Holland had strong historical interests and was responsible for founding the Society for the Preservation of Artefacts of Surgery and Medicine (SPASM) and its associated museum. He also served an important term as Dean of the Faculty of Anaesthetists, Royal Australasian College of Surgeons prior to that Faculty becoming independent as the Australian and New Zealand College of Anaesthetists (ANZCA). Professor Holland received many accolades for these activities during his life, which are noted. It is fitting to recognise his seminal contributions to patient safety over more than 50 years.
44
Downey, Jennifer I. "Editorial: Contributions to Psychoanalysis and Psychodynamic Psychiatry by Richard C. Friedman (1941-2020)." Psychodynamic Psychiatry 48, no. 3 (September 2020): 223–33. http://dx.doi.org/10.1521/pdps.2020.48.3.223.
Full textAbstract:
As Interim Editor of Psychodynamic Psychiatry, I have the honor to comment on Richard C. Friedman's extraordinary career. At the time of his death in late March of this year, Richard C. Friedman (RCF) had been Editor of the Journal of the American Academy of Psychodynamic Psychiatry and Psychoanalysis for eight years. During that time, the journal was renamed Psychodynamic Psychiatry and became the first English-language journal in the world about psychodynamic psychiatry. At the time of his death, Dr. Friedman was Clinical Professor of Psychiatry at Weill-Cornell School of Medicine and Lecturer in Psychiatry at the Columbia University College of Physicians & Surgeons. He was also on the faculty of the Columbia Center for Psychoanalytic Training and Research and Research Professor at the Derner School of Adelphi University.
45
Kopechek, Jack, Sorabh Khandelwal, Carmine Alexander Grieco, Douglas M. Post, John A. Davis, and Cynthia H. Ledford. "Portfolio-Associated Faculty: A Qualitative Analysis of Successful Behaviors from the Perspective of the Student." Journal of Biomedical Education 2016 (November 3, 2016): 1–7. http://dx.doi.org/10.1155/2016/4602704.
Full textAbstract:
Purpose. While some aspects of what makes for an effective portfolio program are known, little is published about what students value in the faculty-student-portfolio relationship. Lack of student buy-in and faculty engagement can be significant challenges. The purpose of this study was to identify behaviors and types of engagement that students value in their relationships with portfolio-associated faculty. Methods. Medical students (174) participating in the Ohio State University College of Medicine Portfolio Program described behaviors observed in their portfolio-associated faculty in a survey completed at the end of the first year of their four-year program. Narrative responses were coded and categorized into themes, followed by member checking. Results. A total of 324 comments from 169 students were analyzed. Four themes were identified: (1) creating a supportive environment; (2) inspiring academic and professional growth; (3) investing time in students; and (4) providing advice and direction. Conclusions. The themes identified suggest that students value certain types of coaching and mentoring behaviors from their portfolio-associated faculty. The themes and their specific subcategories may be useful in making decisions regarding program development and guiding recruitment and training of these faculty coaches.
46
Carter, Christy S., Lauren B. Solberg, and Laurence M. Solberg. "Applying theories of adult learning in developing online programs in gerontology." Journal of Adult and Continuing Education 23, no. 2 (July 27, 2017): 197–205. http://dx.doi.org/10.1177/1477971417721718.
Full textAbstract:
The Department of Aging and Geriatric Research at the University of Florida College of Medicine has established online education programs to provide healthcare professionals with advanced training in the field of gerontology to establish proficiency in providing quality care to older individuals. A major barrier to creating our online education programs was the challenge of transitioning our faculty from a traditional face-to-face learning environment to an online platform. A current trend in this type of professional development is to treat the faculty themselves as adult learners. Meyer has made several recommendations for professional faculty development specific to online education based on an extensive literature review. Here we present a reflection on how we addressed these various recommendations in the professional development of our faculty. We focus on our team’s ability to mentor the faculty through the course creation process by piloting an adult learning/transformative theory approach to instruct the faculty to think as online educators. Our intent is to inform other educators creating similar programs so they may learn from our experiences and use our methods for creating their own online education programs, especially with a “lean team.”
47
Monaghan, Michael. "The Faculty of Veterinary Medicine at University College Dublin and a Single Case of Foot-and-Mouth Disease in Ireland in 2001." Journal of Veterinary Medical Education 30, no. 2 (June 2003): 133–35. http://dx.doi.org/10.3138/jvme.30.2.133.
Full text
48
DiBacco, Priscilla M., Vincent J. Hetherington, and David Putman. "Lecture Capture." Journal of the American Podiatric Medical Association 102, no. 6 (November 1, 2012): 491–98. http://dx.doi.org/10.7547/1020491.
Full textAbstract:
Background: The intent of this research was to evaluate the Mediasite lecture capture system at the Kent State University College of Podiatric Medicine (formerly the Ohio College of Podiatric Medicine) to determine the acceptance, use and benefits to both students and faculty and to identify any concerns, limitations, and suggestions for expansion. There is extreme debate on the effect of lecture capture on student attendance included in the research. Methods: Two surveys were compiled, one each for students and faculty. These were distributed by email to the entire student body and all full-time and part-time faculty. Responses were voluntary. The questions sought to identify the priorities of the participant, reasons for viewing lectures compiled by course, to assess any effect on class attendance and to evaluate the ease and use of the technical function. There was also a section for subjective responses and suggestions. Results: The tabulations proved a very high use of the program with the most important reason being to prepare for exams. The question of class attendance is still open to interpretation. Technically, the Mediasite system was ranked easy to use by both groups. Conclusions: The results of this survey confirm the concept of lecture capture as an integral segment of advanced education. Though this system should not replace class attendance, it is a vital supplement to course work and study. By reviewing all of the components of the survey those who may have concerns on its effectiveness are also aware of the advantages. The results of this study met all the objectives to evaluate use and obtain viewpoints to improve and expand the program. (J Am Podiatr Med Assoc 102(6): 491–498, 2012)
49
Zierler, Brenda K., Nicole Summerside, Jennifer Sprecher, Erin Blakeney, Mia Vogel, Frances Chu, and Jonathan D. Posner. "16506 Recognizing Interdisciplinary Collaborative Research in Promotion and Tenure Processes." Journal of Clinical and Translational Science 5, s1 (March 2021): 110. http://dx.doi.org/10.1017/cts.2021.681.
Full textAbstract:
ABSTRACT IMPACT: Recognizing Interdisciplinary Collaborative Research in Promotion and Tenure Processes OBJECTIVES/GOALS: Academic institutions have traditionally focused on individual achievements for promotion. We present our effort on identifying and measuring attitudes on promotion and tenure (PT) criteria that values and rewards interdisciplinary research (IR). We have developed a toolkit to facilitate the recognition of IR in PT processes. METHODS/STUDY POPULATION: Our group reviewed appointment, promotion and tenure (APT) policies from each of the six Health Science Schools and the College of Engineering at the University of Washington (UW) to assess language of objective criteria and attributes of IR to guide APT committees in the evaluation of interdisciplinary researchers. We surveyed faculty about their attitudes relating to IR within the context of promotion and tenure. Interviews of department chairs and administrators about institutional policies and infrastructure that supports or inhibits IR, and current best practices, were conducted. We have developed toolkits for junior faculty, department chairs, external reviewers, and APT committees to facilitate rewarding IR at promotion. RESULTS/ANTICIPATED RESULTS: Review of APT policies found criteria that recognizes IR for APT in three schools. 118 faculty responded to the survey (44% Professor, 26% Associate, and 37% eligible for APT committees). The majority of faculty reported they were currently conducting IR (95%), considered IR important (98%), and believed the UW faculty code should encourage IR (85%). Although a vast majority considered their units supportive of IR (>80%), less than half (43%) reported that their APT criteria provided examples that included participation in IR. Our survey also found that APT committees were challenged about best practices to reward IR, APT external reviewers struggle to evaluate individual vs team contributions, and individual faculty are challenged to describe contributions for APT within context of an interdisciplinary team. DISCUSSION/SIGNIFICANCE OF FINDINGS: IR is conducted and valued by UW faculty; however, current structures, policies, and APT code do not facilitate IR for promotion and tenure. We have developed a toolkit for promotion-eligible faculty, chairs, external reviewers, and APT committees to facilitate IR. Our goal is to modify UW faculty code and unit APT criteria to recognize and reward IR.
50
Jaruratanasirikul, Somchit, and Wassana Khotchasing. "Publication of pediatric residency research theses from Prince of Songkla University, Hat Yai, Thailand." Asian Biomedicine 9, no. 2 (January 31, 2017): 231–35. http://dx.doi.org/10.5372/1905-7415.0902.392.
Full textAbstract:
Abstract Background The Royal College of Pediatricians of Thailand requires that all its residents complete a full thesis before their final Thai Pediatric Board Examination. The Department of Pediatrics of the Faculty of Medicine, Prince of Songkla University (PSU) has been certified for pediatric residency training since 1985. Objectives To determine the number of articles published in medical journals that are based on the theses of residents during 25 years of pediatric resident training, and how long after finishing their residency training the articles were published. Methods Medical journal databases were searched for the names of former pediatric residents. The faculty staff who had supervised them during their training were asked to confirm whether the residents had published their work. Results During the 25 years (1988–2012), we found records of 34 articles based on the theses of 130 residents published in a medical journal (26%). In the early phase (1988–2002), 15 articles from 67 theses (22%) were published: 10 (67%) in Thai or regional English language journals, and 5 (33%) in international peer-reviewed journals. In the second phase (2003–2012), 19 articles from 63 theses (30%) were published: 6 (32%) in regional English language journals, and 13 (68%) in peer-reviewed international journals. Conclusions The publication rate of PSU pediatric residency research theses during the 25 years was 26%. We recommend that our faculty devote more time to ensuring supervision of the thesis writing component of the residency training to increase the publication rate of research theses by our residents.