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"One of the early tasks is to identify the stakeholders of the resulting Strategic Plan; to identify individuals and groups who will be interested in and affected by the plan, to consider their roles and most appropriate ways and times to communicate with these individuals and groups. A preliminary list has been developed on the wiki; however, to effectively identify all stakeholders another important initial task is to clearly define what is meant by Distributed Medical Education. What is the scope of the plan?"

"The principles, developed by a committee of nurse leaders and patient advocates, are meant to guide The provider community in developing patient engagement models and quality and safety interventions that support and encourage The patient and family to become partners in Their care. The development of The principles, and The organization, is supported by The Robert Wood Johnson Foundation."

The Humanities Program endeavours to foster The humanities in The medical school and hopes it to be fully incorporated within The fabric of The medical school curriculum, clinical teaching and The lives of The students and faculty.

Post about a paper published in Computers and Education 2008 comparing student test results depending on whether they attended a specific classroom lecture or listened to the lecture as a podcast. there is also a link to the article. the results indicate that the students who listened to the podcast and tool notes scored significantly higher than the lecture condition.

Healthtalkonline is the award-winning website of the DIPEx charity and replaces the website formerly at dipex.org. Healthtalkonline lets you share in other people's experiences of health and illness. You can watch or listen to videos of the interviews, read about people's experiences and find reliable information about conditions, treatment choices and support. the information on Healthtalkonline is based on qualitative research into patient experiences, led by experts at the University of Oxford. these personal stories of health and illness will enable patients, families and healthcare professionals to benefit from the experiences of others

New knowledge is rapidly altering the basic sciences that are fundamental to the practice of medicine. To address this concern, the Association of American Medical Colleges and the Howard Hughes Medical Institute convened a group of scientists, physicians, and science educators to identify the essential scientific background physicians in the 21st century will need. the resulting report, Scientific Foundations for Future Physicians, lays out a series of scientific competencies that students must master prior to attending medical school and medical students must understand upon completion of their M.D..

In the 19th century, despite the best efforts of body snatchers, the demand from medical schools for fresh cadavers far outstripped the supply. One solution to this gruesome problem came in the form of lifelike wax models. these models often took the form of alluring female figures that could be stripped and split into different sections. Other models were more macabre, showing the body ravaged by 'social diseases' such as venereal disease, tuberculosis and alcohol and drug addiction.

Conclusions: The successful execution of The CPS engages both The audience and The discussant in real-time problem solving and relies upon The tenants of experiential learning and clinical reasoning raTher than The traditional structure of The medical case presentation.

The Expert Skills Program (ESP) at Texas Tech was implemented in March, 2012, as a free access professional skill development opportunity for all interested students regardless of Their institution. The ESP is named to reflect The broad goal of acquiring expert skills in areas ranging from clinical reasoning, patient examination, and communication to The fine motor skills employed in clinical procedures. We have been able to initiate skill development prior to formal clinical training by matching The steps used in clinical skills to The steps involved in higher order thinking skills.

There is a need for a cultural change in clinical education, in which those involved with The professional training of healthcare professionals perceive teaching as more than The transmission of knowledge and technical skills. Process-oriented teaching practices that integrate technology as part of a carefully designed curriculum may have The potential to facilitate The development of capable healthcare graduates who are able to navigate The complexity of health systems and patient management in ways that go beyond The application of knowledge and skills.

Ninety-seven articles were included from 182 full-text articles of the initial 2,001 hits. All studies were of average or good quality and the majority had an observational study design.Ninety-six studies provided insight into the effect of 'the level of experience of residents' on patient outcomes during residency training. Within these studies, the start of the academic year was not without risk (five out of 19 studies), but individual progression of residents (seven studies) as well as progression through residency training (nine out of 10 studies) had a positive effect on patient outcomes.

"There comes a moment when you're forced to step beyond The things you know. It's a split second--an instant adjustment from The safety of recollection to The insecurity of The unknown. Day after day we head into The library, hunching over twice-reviewed notes and hidden behind piles of books yet to be read. We push ourselves to work harder, study longer. We toil knowing that each page holds a secret that might allay suffering or change a life. But at some point, The physiology and pharmacology don't matter. Organ systems and microbiology give way to something different...something more."

"The Experiential Learning Cycle is The core and The backbone of Independent Learning but it is far from everything. It is only used for The mastery of The most fundamental principles that must be deeply understood for mastery of The subject to be attained. So it is only used when There is a specific, understandable concept that must be mastered. "

The impact of The activity on learning, in my experience, far outweighs any concern about time required for The 3-2-1 processes. In one of my courses, I assigned 3-2-1 reports to The text chapters that I thought were The most difficult and which did not have any direct connection to The course lab activities.

"Taking a comprehensive social history is time-consuming. It's easy to dismiss the task as outside the doctor's purview, especially when there's precious little time to get through a sea of investigations and treatment options. But every patient is a person, and illness occurs in the context of multifaceted lives. We need to listen to our patients with the recognition that the most important information they can give us about their illness often lies in the folds of their social circumstances. And it's our obligation to tailor our prescriptions to an illness in its full context."

"We argue that neither approach is optimal and recommend a third alternative that stresses the patient's story of illness and engages the doctor's capacity to understand, interpret and communicate the meaning of that story.2 We term this the "storied case report" in recognition of the importance of narrative to the case report."

"The object of Face The Case is to acquire The skills to solve a variety of health and human services cases. Case descriptions are delivered to you through The PDA. The PDA also keeps track of The skills, skill points and collaborators for each player. "

Considering the zones of proximal development model should drive educators to seek out and leverage more structured educational interventions, without which the limitations of learning and self-directed learner growth may be undermining the overall impact of the medical education we create.

A social contract does exist between medicine and society. Because society has chosen to use the concept of the profession as a means of organizing the services of the healer, professionalism has come to serve as the basis of this social contract. What is expected of the physician as healer is largely determined by what it means to be a professional in contemporary society.

"And yet a lot of people don't know how to listen to someone venting. Usually, people take one of two attitudes. Option 1 is to jump in and give advice -- but this is not the same as listening, and the person doing the venting may respond with "Just listen to me! Don't tell me what to do." Option 2 (usually attempted after Option 1) is to swing to the other extreme, and sit there silently. But this doesn't actively help the person doing the venting to drain their negative emotions. Consequently, it is about as rewarding as venting to your dog."