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Relevant bibliographies by topics / University of New Mexico. School of Medicine

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Academic literature on the topic 'University of New Mexico. School of Medicine'

Author: Grafiati

Published: 4 June 2021

Last updated: 27 January 2023

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Journal articles on the topic "University of New Mexico. School of Medicine"

1

McGuire, Paul, and Craig Timm. "University of New Mexico School of Medicine." Academic Medicine 95, no. 9S (2020): S327—S330. http://dx.doi.org/10.1097/acm.0000000000003437.

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Timm, Craig, and Ellen Cosgrove. "University of New Mexico School of Medicine." Academic Medicine 85 (September 2010): S353—S357. http://dx.doi.org/10.1097/acm.0b013e3181e958f0.

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OBENSHAIN, SCOTT, and STEWART MENNIN. "University of New Mexico School of Medicine." Academic Medicine 75, Supplement (2000): S225—S227. http://dx.doi.org/10.1097/00001888-200009001-00065.

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Herman, Carla J., Denise Minton, and Summers Kalishman. "University of New Mexico School of Medicine." Academic Medicine 79, Supplement (2004): S131—S134. http://dx.doi.org/10.1097/00001888-200407001-00030.

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Frank, Luke. "University of New Mexico School of Medicine." Academic Medicine 81, no. 1 (2006): 47. http://dx.doi.org/10.1097/00001888-200601000-00011.

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Corona, Jose Luis Jimenez, and Sabel Ma Ferrandiz Vindel. "The Use Of Analogies As A Methodology In The School Of Medicine." Contemporary Issues in Education Research (CIER) 5, no. 5 (2012): 373. http://dx.doi.org/10.19030/cier.v5i5.7471.

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In recent years, the School of Medicine of the National Autonomous University of Mexico has been largely engaged in the global medical education trend, through the implementation of curriculum changes which include new methods of teaching and learning. These "new" methods seek to change from the use of teacher-centered strategies or traditional ones, to the student-centered strategies or innovating ones.The fulfillment of this study is due to the need to find educative strategies which help improve our students learning in a clinical subject which is taught in the basic sciences cycle (this cycle comprises the first and second year of the degree), allowing the interrelation between basic sciences and clinical sciences subjects.

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Ballejos, Marlene P., Nancy Shane, Valerie Romero-Leggott, and Robert E. Sapién. "Combined Baccalaureate/Medical Degree Students Match Into Family Medicine Residencies More Than Similar Peers: A Matched Case-Control Study." Family Medicine 51, no. 10 (2019): 854–57. http://dx.doi.org/10.22454/fammed.2019.110812.

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Background and Objectives: We sought to evaluate whether the University of New Mexico (UNM) Combined Baccalaureate/Medical Degree (BA/MD) program increases the likelihood that students match into family medicine residencies. Methods: We used binary logistic regression to predict interest and actual residency match in family medicine. We compared BA/MD participants to similar peers (one-to-one match subject design) and all other students for the nine cohorts of medical students who have matriculated into UNM School of Medicine since the inception of the BA/MD program (medical school matriculation years 2009-2017). We also investigated whether BA/MD students were more likely to select family medicine as their specialty choice at the time of matriculation using survey responses. Results: At the time of matriculation, the differences in identifying family medicine as a first specialty choice between BA/MD, similar peers, and all other students were small and not statistically significant. However, upon graduation, 33% of BA/MD students matched into family medicine compared to 17% of similar peers, a statistically significant difference even after controlling for United States Medical Licensing Examination (USMLE) test scores and several demographic factors. Conclusions: The University of New Mexico Combined Baccalaureate/Medical Degree students match into family medicine at nearly twice the rate of traditional medical degree students, suggesting that the UNM BA/MD program serves to increase the growth rate of the family medicine workforce.

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Kantrowitz, Martin P., Cheri N. Koinis, and Agnes G. Rezler. "A personalized miniresidency program at the university of New Mexico school of medicine: A seven-year perspective." Journal of Continuing Education in the Health Professions 11, no. 3 (1991): 197–204. http://dx.doi.org/10.1002/chp.4750110302.

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Clithero-Eridon, Amy, Danielle Albright, Clint Brayfield, Nicole Abeyta, and Karen Armitage. "Students of Change: Health Policy in Action." Family Medicine 54, no. 1 (2022): 38–43. http://dx.doi.org/10.22454/fammed.2022.598895.

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Background and Objectives: Health policy is more impactful for public health than many other strategies as it can improve health outcomes for an entire population. Yet in the “see one, do one, teach one” environment of medical school, most students never get past the “see one” stage in learning about the powerful tools of health policy and advocacy. The University of New Mexico School of Medicine mandates health policy and advocacy education for all medical students during their family medicine clerkship rotation. The aim of this project is to describe a unique health policy and advocacy course within a family medicine clerkship. Methods: We analyzed policy briefs from 265 third-year medical students from April 2016 through April 2019. Each brief is categorized by the level of change targeted for policy reform: national, state, city, or university/school. Implemented policies are described. Results: Slightly less than one-third of the policies (30%) relate to education, 36% advocate for health system change by addressing cost, access, or quality issues, and 34% focus on public health issues. Fourteen policies have been initiated or successfully enacted. Conclusions: This curriculum gives each medical student a health policy tool kit with immediate opportunities to test their skills, learn from health policy and advocacy experts, and in some cases, implement health policies while still in medical school. A 1-week family medicine policy course can have impact beyond the classroom even during medical school, and other schools should consider this as a tool to increase the impact of their graduates.

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Larsen, L. C., D. J. Derksen, J. L. Garland, et al. "Academic models for practice relief, recruitment, and retention at the University of New Mexico Medical Center and East Carolina University School of Medicine." Academic Medicine 74, no. 1 (1999): S136–40. http://dx.doi.org/10.1097/00001888-199901000-00046.

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Dissertations / Theses on the topic "University of New Mexico. School of Medicine"

1

"Neighborhood food access in New Orleans: Racial disparities, dietary intake, and obesity." Tulane University, 2009.

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"Access barriers to health care as perceived by Latinos in New Orleans." Tulane University, 2004.

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"Case studies describing the perceived stress and self-indentified coping strategies of three samples of the New Orleans population affected by Hurricane Katrina." Tulane University, 2010.

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Books on the topic "University of New Mexico. School of Medicine"

1

Haith, Dorothy May. Black physicians graduated from the University of Buffalo Medical School, 1891-1985. D.M. Haith, 1985.

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Veterinary Respiratory Symposium (12th 1993 Kennett Square, Penn.). Proceedings of the Twelfth Veterinary Respiratory Symposium: September 26-27, 1993, University of Pennsylvania, School of Veterinary Medicine, New Bolton Center, Kennett Square, PA. The Society, 1993.

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New Jersey. Legislature. General Assembly. Advisory Council on Women. Meeting of Assembly Advisory Council on Women: Women's health issues : March 2, 1995, New Jersey Medical School, University of Medicine and Dentistry of New Jersey. Office of Legislative Services, Public Information Office, Hearing Unit, 1995.

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Chasis, Herbert. Three worlds of medicine: Stories of hope and courage. Pen Rose Pub. Co., 1995.

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Charlton, Rodger Clement. Undergraduate medical education at the University of Otago Medical School New Zealand: Does the curriculum prepare future doctors to undertake palliative medicine? University of Birmingham, 1998.

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Sentz, Lilli. Medical history in Buffalo, 1846-1996: Collected essays. School of Medicine and Biomedical Services, State University of New York at Buffalo, 1996.

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William, Osler. Teacher and student: An address delivered on the occasion of the opening of the new building of the College of Medicine and Surgery of the University of Minnesota, Minneapolis, October 4th, 1892. J. Murphy, 1986.

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New, Jersey Legislature Senate Committee on Law Public Safety and Defense. Public hearing before Senate Law, Public Safety, and Defense Committee, Senate bill no. 2241 ... and proposed Senate committee substitute for Senate bill no. 893 ...: March 6, 1990, New Jersey Medical School, University of Medicine and Dentistry of New Jersey, Newark, New Jersey. The Committee, 1990.

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9

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

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New Jersey. Legislature. Senate. Committee on Law, Public Safety, and Defense. Public hearing before Senate Law, Public Safety, and Defense Committee on Senate Bill 683 (imposes mandatory terms of imprisonment without eligibility for parole upon persons convicted of certain drug offenses): February 19, 1986, University of Medicine and Dentistry, Medical School Building, Newark, New Jersey. The Committee, 1986.

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Book chapters on the topic "University of New Mexico. School of Medicine"

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"Healers and Doctors." In Healthcare in Latin America, edited by David S. Dalton and Douglas J. Weatherford. University Press of Florida, 2022. http://dx.doi.org/10.5744/florida/9781683402619.003.0002.

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Using the concept of medical profession critically, Jethro Hernández Berrones examines healing occupations in Mexico, from the Aztec Empire, through New Spain, independent Mexico, the postrevolutionary nation, and the neoliberal period. the author uses the sociological categories of medical knowledge, training, certification, entitlement, social hierarchies, and state regulation to describe seven centuries of change and syncretism. Additionally, this study uses the concept of medical pluralism to balance teleological narratives usually present in professional histories. It contrasts Western doctors with precolonial ritual specialists, the colonial Protomedicato and university with their limited reach, the sanitary boards and medical schools in independent Mexico with the persistence of domestic medicine and the rise of empirics, twentieth-century public health programs with the persistence of indigenous and unorthodox medicines, and the continued support of academic medicine with the recognition of medical pluralism.

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"New Medical Education, 1912–1932." In The Indiana University School of Medicine. Indiana University Press, 2021. http://dx.doi.org/10.2307/j.ctv1c9hqc1.8.

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"Crossing the New Frontier, 1946–1963." In The Indiana University School of Medicine. Indiana University Press, 2021. http://dx.doi.org/10.2307/j.ctv1c9hqc1.11.

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"10. A NEW BUILDING AND NEW RESEARCH GROUPS IN SURGERY AND DERMATOLOGY." In Innovation and Tradition at the University of Pennsylvania School of Medicine. University of Pennsylvania Press, 1990. http://dx.doi.org/10.9783/9781512801279-016.

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"A New Dean Digs in at Boston University School of Medicine: Karen Antman ’74." In The Caring Heirs of Doctor Samuel Bard. Columbia University Press, 2019. http://dx.doi.org/10.7312/wort19128-003.

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"CHAPTER FOUR. 2001–2013: The New Millennium The School of Dental and Oral Surgery Becomes the College of Dental Medicine." In The Columbia University College of Dental Medicine, 1916–2016. Columbia University Press, 2016. http://dx.doi.org/10.7312/form18088-008.

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Montaudon-Tomas, Cynthia M., Ivonne M. Montaudon-Tomas, and Maria del Carmen Williams-Pellico. "Developing a Case Writing Club to Create Local Cases in a Private University in Puebla, Mexico." In Case Study Methodology in Higher Education. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-9429-1.ch008.

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In a business school in Puebla, Mexico, numerous methodologies were introduced to create a more active learning environment as part of the new educational model. One of such methodologies was the use of case studies. Initially, cases were bought from different case centers, and/or adapted from books, which was costly and did not necessarily help students from rural communities and small villages understand the reality that businesses in the region were facing. An initiative was established to develop a writing group integrated by faculty members. Integration was fast and smooth, and the initiative turned into a writing club that produced case studies based on local businesses and businessmen, and specialized in rural and marginalized communities that have developed different entrepreneurial projects. The process in which the group was organized and the methods used to promote collaborative writing are described including the tricks of the trade of the group, which in only two years has created a repository of over 50 cases. The cases will be published as a book in 2019.

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Sledge, William H., and Julianne Dorset. "Organization of psychiatric services for general hospital departments." In New Oxford Textbook of Psychiatry, edited by John R. Geddes, Nancy C. Andreasen, and Guy M. Goodwin. Oxford University Press, 2020. http://dx.doi.org/10.1093/med/9780198713005.003.0137.

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A modification in consultation liaison psychiatry/psychosomatic medicine is introduced and explored by a review of the concepts of prevention and proactivity in other disciplines of medicine. Three major advantageous outcomes of a proactive/preventive approach are noted—namely, early recognition and treatment result in less mortality and morbidity, staff satisfaction, and care that is less expensive overall. Three psychiatric proactive programmes that have been published are reviewed. These are: the Rapid Assessment, Interface, and Discharge (RAID) model in the United Kingdom, developed to serve the City Hospital of Birmingham; the quality improvement programme of co-management with internist developed at Columbia University Medical Center; and the Behavioral Intervention Team (BIT) of the Yale School of Medicine. All three are economically effective, provide innovative approaches to co-management of patients with co-occurring mental and physical illnesses, and aim to develop integrated care.

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Rothstein, William G. "Hospitals Affiliated with Medical Schools." In American Medical Schools and the Practice of Medicine. Oxford University Press, 1987. http://dx.doi.org/10.1093/oso/9780195041866.003.0024.

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After mid-century, university hospitals became more involved in research and the care of patients with very serious illnesses. This new orientation has created financial, teaching, and patient-care problems. In order to obtain access to more patients and patients with ordinary illnesses, medical schools affiliated with veterans’ and community hospitals. Many of these hospitals have become similar to university hospitals as a result. Medical schools experienced a serious shortage of facilities in their customary teaching hospitals after 1950. Many university hospitals had few beds or set aside many of their beds for the private patients of the faculty. Patients admitted for research purposes had serious or life-threatening diseases instead of the commonplace disorders needed for training medical students. The public hospitals affiliated with medical schools had heavy patient-care obligations that reduced their teaching and research activities. To obtain the use of more beds, medical schools affiliated with more community and public hospitals. The closeness of the affiliation has varied as a function of the ability of the medical school to appoint the hospital staff, the number of patients who could be used in teaching, and the type of students—residents and/or undergraduate medical students—who could be taught there. In 1962, 85 medical schools had 269 close or major affiliations and 180 limited affiliations with hospitals. Fifty-one of the hospitals with major affiliations were university hospitals and 100 others gave medical schools the exclusive right to appoint the hospital staffs. Dependence on university hospitals has continued to decline so that in 1975, only 60 of 107 medical schools owned 1 or more teaching hospitals, with an average of 600 total beds. All of the medical schools averaged 5.5 major affiliated hospitals, which provided an average of 2,800 beds per school. Public medical schools were more likely to own hospitals than private schools (39 of 62 public schools compared to 21 of 45 private schools), but they averaged fewer affiliated hospitals (5.1 compared to 6.0). In 1982, 419 hospitals were members of the Council of Teaching Hospitals (COTH), of which only 64 were university hospitals. Members of COTH included 84 state or municipal hospitals, 71 Veterans Administration and 3 other federal hospitals, and 261 voluntary or other nonpublic hospitals.

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Bonner, Thomas Neville. "Consolidation, Stability, and New Upheavals, 1920-1945." In Becoming a Physician. Oxford University Press, 1996. http://dx.doi.org/10.1093/oso/9780195062984.003.0017.

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By the end of World War I, the basic structures of undergraduate medical education in both Europe and America were largely in place. Future practitioners on both sides of the Atlantic now began their training with a lengthy preparation in liberal studies, with special attention to physics, chemistry, and biology, then studied for two or more years in laboratory based courses in the preclinical medical sciences followed by a like period of clinical study, and finally spent at least a year in acquiring practical, hands-on training in a hospital. With few changes, except for the growth of postgraduate education, this basic pattern prevailed everywhere in the interwar years before 1945. In the transatlantic nations, in short, these were years of consolidation of patterns formed well before 1914. The study of medicine now consumed a minimum of five years beyond the school-leaving or college experience and frequently took six to ten years to complete. Except for the hospital schools of London, nearly every medical school in the Western world was attached to a university. Almost no school of medicine was without its teaching hospital where training students was a primary concern. Governments everywhere played an ever larger role in setting basic requirements and providing financial support of medical education. Physicians’ associations became more and more powerful and sometimes dominant in setting standards of education and licensure. And in these postwar years, the practice of medicine became an almost wholly middle-class occupation, exacting high standards of preparation and social expectation and open to only the most exceptional among the less affluent. The costs of study were rising so steeply that it was largely unavailable to the poor, even in the United States. The national differences of a quarter-century before, though evened out in many particulars, were still discernible in 1920. The war, after all, permitted no major changes in instruction, equipment, or curriculum in Europe, and reform efforts after the war were hampered by the need to restore and rebuild.

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Conference papers on the topic "University of New Mexico. School of Medicine"

1

Cardazzo, Barbara, Giuseppe Radaelli, Angela Trocino, Lucia Bailoni, Edward Taylor, and Monica Fedeli. "Teaching4Learning@UNIPD to promote faculty development at the University of Padua, Italy: the experience of the Agriculture and Veterinary Medicine School." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9363.

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Teaching4Learning@UNIPD started in 2016, and it representes the first step for the University of Padua to foster innovative teaching in response to European recommendations. It encourages faculty to experiment with new teaching strategies; involves students and promotes their active participation in educational activities; de-privatizes teaching; and has progressively increased the number of faculty learning communities. It was initiated by faculty who self-selected to participate and who had a significant inclination to enhance their approach to teaching and learning. The School of Agriculture and Veterinary Medicine joined the T4L@UNIPD programme organizing a first level course and is currently participating in a second level course. The study of several differents strategies, tools and actions were included in the course and their application in teaching are now in progress.

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2

Ciucan-Rusu, Liviu. "Key Facts about the Decision-making Process of High School Students Regarding Career Options." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/09.

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As a dynamic transformation of the economy, companies put pressure on universities and other educational suppliers to deliver the labor force with new knowledge and skills required, to ensure their innovation and competitiveness. Because of these dynamics, students are also under pressure when they must decide about future jobs. There is also confusion in the mind of young adult that needs to bear the influence of public media, social media, online communities about the personal development in regional, national, or global environment. In this case, universities and high schools have to inform about trends and perspectives of future career and support students in their choice but they lack of communication capabilities or marketing aspects are overestimated. Our study is based on an online survey with more than 500 participants from Mures county high schools during the 2018-2019 academic year. Most of the student wants to continue their study at university 83,2 %. As a preferential channel of information about university programs students voted as very useful, university websites and meetings with representatives of faculties. The main fields students interested in are: business, engineering, informatics, medicine, public administration and law. Around 13.4% of the high school students intend to continue their study abroad. Almost half of the respondents have clear idea of study program to be chosen. Regarding the influence factors of their choice, family and acquaintances who are already university students have the higher impact rather than colleagues, friends and professors. When referring to criteria for choosing the future university, they favor the number of tax-free places and international mobility. Generally, we can say that students consider university the most important next step in their future career and they proof themselves rather independent to decide about this step. Our study also emphasizes significant levels of indecision and we will deepen our further research for better understanding of the phenomenon.

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Maloney, EM, E. Chaila, EJ O’Reilly, and DJ Costello. "P71 The incidence of first seizures, new diagnosis of epilepsy, and seizure mimics in a defined geographic region in ireland." In Society for Social Medicine and Population Health and International Epidemiology Association European Congress Annual Scientific Meeting 2019, Hosted by the Society for Social Medicine & Population Health and International Epidemiology Association (IEA), School of Public Health, University College Cork, Cork, Ireland, 4–6 September 2019. BMJ Publishing Group Ltd, 2019. http://dx.doi.org/10.1136/jech-2019-ssmabstracts.222.

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Kelly, SJ, R. Ibbotson, H. Piercy, and S. Fowler Davis. "OP69 Is there some degree of unmet need in primary care?: Analysis of a patient cohort accessing a new out of hours units." In Society for Social Medicine and Population Health and International Epidemiology Association European Congress Annual Scientific Meeting 2019, Hosted by the Society for Social Medicine & Population Health and International Epidemiology Association (IEA), School of Public Health, University College Cork, Cork, Ireland, 4–6 September 2019. BMJ Publishing Group Ltd, 2019. http://dx.doi.org/10.1136/jech-2019-ssmabstracts.72.

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Dreimane, Lana Frančeska, and Zinta Zālīte-Supe. "Teaching Interior Design in Augmented Reality." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.12.

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Augmented Reality (AR) has been effectively utilised across a diverse range of industries, including entertainment, medicine, the military, engineering and design. In parallel, AR has irreversibly changed the potential for interaction with the learning object across all education levels and a broad variety of disciplines ranging from the introduction of new concepts in Primary Education to more complex learning in STEM (science, technology, engineering, and mathematics), social sciences and humanities in Secondary and Tertiary Education. Current 21st Century research presents evidence that effective application of AR in education can facilitate effective competence acquisition while strengthening learner motivation and ensuring successful knowledge transfer to new contexts. Because of the swiftly shifting demands of the labour market and the immense potential of technology, the learning environment and context has become fundamental for learning in the 21st Century. Interior design as a field is a balance between creative innovation and the unbreakable bond with the physical reality demanding respect for precision and functionality. Major international companies, such as Amazon, Ikea, Wayfair and Target have been successfully utilising AR since the 2010s. Thus, nowadays, interior design education is unimaginable without incorporating AR technology, as this enables educators to deliver new forms of engaging and addressing interior design. AR permits experimentation without losing the attributes of the physical environment, thus allowing learners to gain more practical and diverse experience. This study addresses the lack of a systematised knowledge base, which is necessary to inform pedagogic and instructional decisions for interior design education at the secondary school level by examining scientific literature and analysing case study experience in order to formulate findings and recommendations for interior design educators and course developers.

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Reports on the topic "University of New Mexico. School of Medicine"

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Health hazard evaluation report: HETA-2004-0081-3002, New York University School of Medicine, New York City, New York. U.S. Department of Health and Human Services, Public Health Service, Centers for Disease Control and Prevention, National Institute for Occupational Safety and Health, 2006. http://dx.doi.org/10.26616/nioshheta200400813002.

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