Books by Subject


  • 2010Limited to 3 simultaneous usersFrom: ProQuest Ebook Central
    edited by Peter Cantillon, Diana Wood.
    Applying educational theory in practice / David M. Kaufman -- Course design / John Bligh and Julie Brice -- Collaborative learning / Diana Wood -- Evaluation / Jillian Morrison -- Teaching large groups / Peter Cantillon -- Teaching small groups / David Jaques -- Feedback in medical education : skills for improving learner performance / Joan Sargeant and Karen Mann -- Learning and teaching in the clinical environment / John Spencer -- Written assessment / Lambert W.T. Schuwirth and Cees P.M. van der Vleuten -- Skill-based assessment / Val Wass -- Work-based assessment / John Norcini and Eric Holmboe -- Direct obvservation tools for workplace-based assessment / Peter Cantillon and Diana Wood -- Learning environment / Jill Thistlethwaite -- Creating teaching materials / Jean Ker and Anne Hesketh -- Learning and teaching professionalism / Sylvia R. Cruess and Richard L. Cruess -- Making it all happen : faculty development for busy teachers / Yvonne Steinert -- Supporting students in difficulty / Dason Evans and Jo Brown.
    Also available: Print – 2010
  • 2013From: Springer
    Laura Weiss Roberts, editor.
    Attaining professional success and finding personal happiness in academic medicine is not an easy path, yet both are critical if the future is to be brighter through better science, better clinical care, better training, better responsiveness to communities, and better stewardship and leadership in the health professions. This concise, easy to read title consists of "mini" chapters intended as a resource to assist early- and middle-career physicians, clinicians, and scientists in understanding the unique mission of academic medicine and building creative, effective, and inspiring careers in a challenging field.
  • 2009Limited to 1 simultaneous usersFrom: ProQuest Ebook Central
    Peter Seldin, J. Elizabeth Miller.
  • 2006From: Springer
    Richard B. Gunderman.
    Education matters -- Theoretical insights -- Understanding learners -- Promoting learners -- Educational excellence -- Educational technique -- Obstacles to excellence -- Organizational excellence -- Center of excellence -- Educational leadership.
    Also available: Print – 2006
  • 2010From: Springer
    Hideomi Watanabe, Misako Koizumi (eds.).
  • v. 1-5, 2011-16.From: Springer
  • 2013Limited to 1 simultaneous usersFrom: ProQuest Ebook Central
    Tracy Davis, Laura M. Harrison ; foreword by Larry D. Roper.
  • Robert Boice.
    PrintStatus: Not Checked OutLane Catalog Record
    Nihil nimus is a guide to the start of a successful academic career. As its title suggests (nothing in excess), it advocates moderation in ways of working.--From publisher description.
  • 2013From: Springer
    Richard Colgan.
    Part I. Inspirational Perspectives from History -- -- Introduction -- Ancient times -- Chinese and medieval medicine -- The twentieth century -- Modern masters -- -- Part II. Practical Advice for the Modern-Day Healer -- -- Survival tips for the younger clinician -- Civility -- Lessons learned from private practice -- A doctor's journal -- Heal thyself -- The healer.
  • 2015From: OSO
    Jaekyung Lee.
    Through the lens of interdisciplinary and systems perspectives, The Anatomy of Achievement Gaps offers an expert critical analysis of the underachievement problems plaguing the American education system today.
  • 2009Limited to 3 simultaneous usersFrom: ProQuest Ebook Central
    edited by Steven M. Downing, Rachel Yudkowsky.
    Introduction to assessment in the health professions / Steven M. Downing and Rachel Yudkowsky -- Validity and its threats / Steven M. Downing and Thomas M. Haladyna -- Reliability / Rick D. Alexson and Clarence D. Kreiter -- Generalizability theory / Clarence D. Kreiter -- Statistics of testing / Steven M. Downing -- Standard setting / Rachel Yudkowsky, Steven M. Downing, and Ara Tekian -- Written tests : constructed-response and selected-response formats / Steven M. Downing -- Observational assessment / William C. McGahie, John Butter, and Marsha Kaye -- Performance tests / Rachel Yudkowsky -- Simulations in assessment / William C. McGahie and S. Barry Issenberg -- Oral examinations / Ara Tekian and Rachel Yudkowsky -- Assessment portfolios / Ara Tekian and Rachel Yudkowsky.
  • 2014/15-From: Am Acad Ophthalmol
  • 2012From: Wiley
    Ary L. Goldberger, Zachary D. Goldberger.
    "The Consummate Clinician offers hospital-based physicians an organizing framework for coping with daily challenges both in patient care and in teaching. The book describes in a highly formatted, easily accessible way exactly how physicians and physicians-in-training can think critically and act decisively in this age of medical information overload. Special emphasis is on (1) error avoidance and reduction - a topic that has long been championed by hospitalists, (2) efficient practice management for best patient outcomes and improved cost control, (3) the use of evidence-based medicine, and (4) improving communication among and between physicians and other staff in the hospital setting. Using real-world clinical examples and scenarios, the book focuses on essential topics, many of which tend to fall between the cracks of print and electronic resources. Pearls and pitfalls of gathering, processing, and communicating medical information are presented, but more than these, this book is meant as a kind of clinical GPS--a way of helping hospital-based physicians find their clinical coordinates and keep their bearings in the face of new challenges and uncertainties. In addition to the clinical scenarios featured throughout, additional mini-cases are collected at the end of the book. The over-arching goal of this new resource is to enrich the way hospital-based physicians think about diagnosis, therapy, and prognosis, especially at the warp-speed of "ward world," which increasingly lurches between the frazzled and the frantic"--Provided by publisher.
  • 2011From: ProQuest Ebook Central
    edited by Gerd Gigerenzer and J.A. Muir Gray.
    Health literacy : is the patient the problem? -- Launching the century of the patient / Gerd Gigerenzer and J.A. Muir Gray -- When misinformed patients try to make informed health decisions / Wolfgang Gaissmaier and Gerd Gigerenzer -- Reducing unwarranted variation in clinical practice by supporting clinicians and patients in decision making / Albert G. Mulley, Jr., and John E. Wennberg -- Do patients want shared decision making and how is this measured? / Martin Hañrter and Daniela Simon -- Health illiteracy : roots in research -- Health research agendas and funding / David E. Nelson -- Reporting of research : are we in for better health care by 2020? / Holger Schanemann, Davina Ghersi, Julia Kreis, Gerd Antes, and Jean Bousquet -- Medical journals can be less biased / J.A. Muir Gray -- What is needed for better health care : better systems, better patients or both? / Markus A. Feufel, Gerd Antes, Johann Steurer, Gerd Gigerenzer, J.A. Muir Gray, Marjukka MÃñkelÃñ, Albert G. Mulley, Jr., David E. Nelson, Jay Schulkin, Holger Schanemann, John E. Wennberg, and Claudia Wild -- Health illiteracy : spread to the public -- Statistical illiteracy in doctors / Odette Wegwarth and Gerd Gigerenzer -- Statistical illiteracy in journalism : are its days numbered? / Bruce Bower -- Improving health care journalism / Holger Wormer -- Barriers to health information and building solutions / Talya Miron-Shatz, Ingrid Mahlhauser, Bruce Bower, Michael Diefenbach, Ben Goldacre, Richard S.W. Smith, David Spiegelhalter, and Odette Wegwarth -- Health care 2020 -- How can better evidence be delivered? / Norbert Donner-Banzhoff, Hilda Bastian, Angela Coulter, Glyn Elwyn, Gunther Jonitz, David Klemperer, and Wolf-Dieter Ludwig -- The drug facts box : making informed decisions about prescription drugs possible / Lisa M. Schwartz and Steven Woloshin -- Reengineering medical education / David A. Davis -- The chasm between evidence and practice : extent, causes, and remedies / Richard S.W. Smith -- The future of diagnostics : from optimizing to satisficing / Henry Brighton -- Direct-to-consumer advertising : status quo and suggestions to enhance the delivery of independent medication information / Wolf-Dieter Ludwig and Gisela Schott -- How will health care professionals and patients work together in 2020? : a manifesto for change / Ralph Hertwig, Heather Buchan, David A. Davis, Wolfgang Gaissmaier, Martin Harter, Kai Kolpatzik, France LÃgarÃ, Norbert Schmacke, and Holger Wormer.
  • 2014From: OSO
    Robert J. Thompson.
    Preface -- 1. American Higher Education in the Twenty-First Century -- 2. Emerging Adulthood: A Developmental Science Perspective -- 3. Personal Epistemology -- 4. Empathy -- 5. Identity and the Process of Self-Authorship -- 6. Campus Culture: Developing the Capacities to Constructively Engage Difference -- 7. Providing a Formative Undergraduate Liberal Education.
  • Damon Tweedy, M.D.
    PrintStatus: Not Checked OutLane Catalog Record
    When Tweedy began medical school, he envisioned a bright future where his segregated, working-class background would become irrelevant. Instead he found himself grappling with race, bias, and the unique health problems of black Americans, and met a professor who bluntly questioned whether he belonged in medical school. In examining the complex ways in which both black doctors and patients must navigate the difficult and often contradictory terrain of race and medicine, he illustrates the complex social, cultural, and economic factors at the root of most health problems in the black community.
  • 2013Limited to 1 simultaneous usersFrom: ProQuest Ebook Central
    Rachel Prentice.
    In Bodies in Formation, anthropologist Rachel Prentice enters surgical suites increasingly packed with new medical technologies to explore how surgeons are made in the early twenty-first century.
  • 2016From: Wiley
    edited by Dr. Jo Brown, Dr. Lorraine M. Noble, Dr. Alexia Papageorgiou, Dr. Jane Kidd.
    Clinical Communication in Medicine brings together the theories, models and evidence that underpin effective healthcare communication in one accessible volume. Endorsed and developed by members of the UK Council of Clinical Communication in Undergraduate Medical Education, it traces the subject to its primary disciplinary origins, looking at how it is practised, taught and learned today, as well as considering future directions. Focusing on three key areas-the doctor-patient relationship, core components of clinical communication, and effective teaching and assessment-Clinical Communication in Medicine enhances the understanding of effective communication. It links theory to teaching, so principles and practice are clearly understood. Clinical Communication in Medicine is a new and definitive guide for professionals involved in the education of medical undergraduate students and postgraduate trainees, as well as experienced and junior clinicians, researchers, teachers, students, and policy makers.
  • 2015From: Cambridge
    [edited by] Andrew C. Page, Werner G.K. Stritzke.
    1. A science-informed model of clinical psychology practice; 2. Relating with clients; 3. Assessing clients; 4. Monitoring client progress; 5. Linking assessment to treatment: case formulation; 6. Treating clients; 7. Brief interventions; 8. Group treatment; 9. Program evaluation; 10. Case management; 11. Supervision; 12. Managing ruptures in therapeutic alliance; 13. Respecting the humanity of clients: cross-cultural and ethical aspects of practice; 14. Working in rural and remote settings; 15. Psychologists as health care providers; Index.
  • 2013From: Springer
    Kris van de Poel, Eddy Vanagt, Ulrike Schrimpf, Jessica Gasiorek.
    Around the world, the number of internationally mobile medical professionals is steadily increasing, posing potential difficulties for the good communication with patients and colleagues that is vital to satisfactory outcomes and personal professional success. Communication Skills for Foreign and Mobile Medical Professionals is an evidence-based communication resource book designed for all medical professionals who work in foreign countries, cultures, and languages. It offers a wealth of insights into doctor-patient communication, structured around the different phases of the consultation.
  • 2011From: ProQuest Ebook Central
    edited by Dennis K. Wentz.
    The only full-scale history of continuing medical education and its future.
  • 2013From: ProQuest Ebook Central
    L. Dee Fink.
    "In this thoroughly updated edition of L. Dee Fink's bestselling classic, he discusses new research on how people learn, active learning, and the effectiveness of his popular model adds more examples from online teaching; and further focuses on the impact of student engagement on student learning. The book explores the changes in higher education nationally and internationally since the publication of the previous edition, includes additional procedures for integrating one's course, and adds strategies for dealing with student resistance to innovative teaching. This edition continues to provide conceptual and procedural tools that are invaluable for all teachers when designing instruction. It shows how to use a taxonomy of significant learning and systematically combine the best research-based practices for learning-centered teaching with a teaching strategy in a way that results in powerful learning experiences for students. Acquiring a deeper understanding of the design process will empower teachers to creatively design courses that will result in significant learning for students"-- Provided by publisher.
  • edited by Patricia A. Thomas, David E. Kern, Mark T. Hughes, Belinda Y. Chen.
    PrintStatus: Not Checked OutLane Catalog Record
    Overview : a six-step approach to curriculum development / David E. Kern -- Step 1 : problem identification and general needs assessment / Belinda Y. Chen and Eric B. Bass -- Step 2 : targeted needs assessment / Mark T. Hughes -- Step 3 : goals and objectives / Patricia A. Thomas -- Step 4 : educational strategies / Patricia A. Thomas -- Step 5 : implementation / Mark T. Hughes -- Step 6 : evaluation and feedback / Brenessa Lindeman and Pamela A. Lipsett -- Curriculum maintenance and enhancement / David E. Kern and Patricia A. Thomas -- Dissemination / David E. Kern and Eric B. Bass -- Curriculum development for larger programs / Patricia A. Thomas.
  • 2017From: Cambridge
    Baruch B. Schwarz & Michael J. Baker ; preface by Lauren B. Resnick.
    "New pedagogical visions and technological developments have brought argumentation to the fore of educational practice. Whereas students previously 'learned to 'argue', they now 'argue to learn': collaborative argumentation-based learning has become a popular and valuable pedagogical technique, across a variety of tasks and disciplines. Researchers have explored the conditions under which arguing to learn is successful, have described some of its learning potentials (such as for conceptual change and reflexive learning) and have developed Internet-based tools to support such learning. However, the further advancement of this field presently faces several problems, which the present book addresses. Three dimensions of analysis - historical, theoretical and empirical - are integrated throughout the book. Given the nature of its object of study - dialogue, interaction, argumentation, learning and teaching - the book is resolutely multidisciplinary, drawing on research on learning in educational and psychological sciences, as well as on philosophical and linguistic theories of dialogue and argumentation"-- Provided by publisher.
  • Phillip R. Lee and Patricia E. Franks.
    Executive summary -- Preface -- ch. 1. Changing opportunities and challenges for medical schools: from desegregation to affirmative action to promoting diversity in an anti-affirmative action environment -- ch. 2. Increasing access to U.S. medical schools for diverse populations: demographic, education, and medical school trends, 1960s-2000s, graduate medical education, and the U.S. physican workforce -- ch. 3. The Changing federal context -- ch. 4. California's people: demographic transformation, educational trends, and challenges for medical school and physician diversity -- ch. 5. California's changing policy context -- ch. 6. The University of California: the changing policy context of a public university -- ch. 7. Stanford University: the changing policy context of a private university -- ch. 8. Case studies of diversity: UCSF and Stanford medical schools -- ch. 9. Recommendations: opportunities for action to increase diversity -- Appendix 1. Archival research -- Appendix 2. Key informant interviews -- Appendix 3. Oral history interviews -- Appendix 4. Selected key reports related to diversity in medical schools and the health professions and the physician workforce.
  • 2010From: ProQuest Ebook Central
    Molly Cooke, David M. Irby, Bridget C. O'Brien ; foreword by Lee S. Shulman.
    Based on a study of physician education by the Carnegie Foundation for the Advancement of Teaching. Calls for a major overhaul of the present approach to preparing doctors for their careers. The text addresses issues for the future of the field and takes a comprehensive look at the most pressing concerns in physician education today.-- excerpted from publisher notes.
    Also available: Print – 2010
  • 2016From: Springer
    Susan Bridges, Lap Ki Chan, Cindy E. Hmelo-Silver, editors.
    Foreword -- How can e-learning support PBL groups? A systematic literature review -- How do students use their mobile devices in PBL? -- Are Wikipedia articles and YouTube videos reliable resources in problem-based learning curricula -- Peeking behind the curtain of PBL learning processes: An ethnographic study among medical students -- Video as context and conduit for problem-based learning -- PBL facilitation with interactive whiteboards: An interactional ethnography -- E-learning for e-health: Improving concepts to improve curriculum -- The deteriorating patient Smartphone app: Serious game design -- Mobile just-in-time situated learning resources for surgical clerkships -- Utilising mobile electronic health records in clinical education -- EEG and dental simulators indicate skill-learning pathways -- Impact of haptic simulation on dental student performance -- Opportunities of a virtual reality training environment in dental education -- Measuring emotions in medicine: Methodological and technological advances within authentic medical learning environments.
  • 2015From: Springer
    Mustafa Karahan, Gino M.M.J. Kerkhoffs, Pietro Randelli, Gabriëlle J.M. Tuijthof, editors.
    This book explains how training in arthroscopic skills is best carried out in order to keep up to date with advances in arthroscopy, meet the ever-increasing demand for high-quality care, and respond to changes in available training time. State of the art developments regarding tools, performance monitoring, and learning strategies are presented, and practical guidelines provided for direct implementation in daily clinical practice. The coverage of simulation-based training ranges from the use of wet labs and box trainers through to sophisticated virtual reality simulators. Subsequent sections on objective performance tracking of training outside and in the operating room cover a variety of key aspects, including psychomotor learning, the adequacy of performance measures, evidence-based thresholds, preclinical training strategies, the role of global rating scales, and video tools. As a result of the success of arthroscopy, its role in the orthopaedic armamentarium is continuously increasing and ever more complex surgeries are being performed arthroscopically. Effective training in arthroscopy is essential to good outcomes. The guidance provided in this book by acknowledged experts in the field will assist in improving the efficiency and effectiveness of arthroscopic training and in enhancing patient safety.
  • 2013From: Wiley
    edited by Traci L. Thoureen, Sara B. Scott.
    "This book is written and designed to provide medical educators in emergency medicine with resource for integrating medical simulation into their teaching practices. Material is provided in the form of clinical cases which are drawn from a diverse group of faculty authors from a range of major teaching centers. The cases provide readers with a full spectrum of pathology. Moreover, each case is formatted and annotated so that it can be tailored to novice or advanced learners, and easily deployed in a diversity of settings. Valuable "tips or tricks" accompany images patient data. Overall, this book is deal for use by EM educators as part of a tailored teaching and assessment portfolio"--Provided by publisher.
  • 2013From: Wiley
    edited by Kirsty Forrest, Judy McKimm, Simon Edgar.
    Essential simulation in clinical education / Judy McKimm and Kirsty Forrest -- Medical simulation : the journey so far / Aidan Byrne -- The evidence what works, why and how? / Doris Ostergaard and Jacob Rosenberg -- Pedagogy in simulation-based training in health care / Peter Dieckmann and Charlotte Ringsted -- Assessment / Thomas Gale and Martin Roberts -- The roles of faculty and simulated patients in simulation / Bryn Baxendale, Frank Coffey, and Andrew Buttery -- Surgical technical skills / Rajesh Aggarwal and Amit Mishra -- The non-technical skills / Nikki Maran, Simon Edgar, and Alistair May -- Teamwork / Jennifer Weller -- Designing effective simulation activities / Joanne Barrott ... [et al.] -- Distributed simulation / Jessica Janice Tang ... [et al.] -- Providing effective simulation activities / Walter J Eppich, Lanty O'Connor, and Mark Adler -- Simulation in practice / edited by Jean Keri -- The future for simulation.
  • Committee on Educating Health Professionals to Address the Social Determinants of Health, Board on Global Health, Institute of Medicine, National Academies of Sciences, Engineering, and Medicine.
    "The World Health Organization defines the social determinants of health as "the conditions in which people are born, grow, work, live, and age, and the wider set of forces and systems shaping the conditions of daily life." These forces and systems include economic policies, development agendas, cultural and social norms, social policies, and political systems. In an era of pronounced human migration, changing demographics, and growing financial gaps between rich and poor, a fundamental understanding of how the conditions and circumstances in which individuals and populations exist affect mental and physical health is imperative. Educating health professionals about the social determinants of health generates awareness among those professionals about the potential root causes of ill health and the importance of addressing them in and with communities, contributing to more effective strategies for improving health and health care for underserved individuals, communities, and populations. Recently, the National Academies of Sciences, Engineering, and Medicine convened a workshop to develop a high-level framework for such health professional education. A Framework for Educating Health Professionals to Address the Social Determinants of Health also puts forth a conceptual model for the framework's use with the goal of helping stakeholder groups envision ways in which organizations, education, and communities can come together to address health inequalities"--Publisher's description.
  • 2011From: ProQuest Ebook Central
    Larry B. Silver, Dana L. Silver.
    Learning and related disabilities -- Related disorders -- Clinical interventions : the public school system -- Clinical interventions : the related psychiatric disorders -- Resources.
  • 2016From: Springer
    Somnath Mookherjee, Ellen M. Cosgrove, editors.
    Introduction -- How to become a learner-centered teacher -- How to optimize teaching by using observation and feedback -- How to use learning preferences to optimize teaching effectiveness -- How to effectively teach millennials: understanding intergenerational factors -- How to use reflective and deliberate practice to maximize learning -- How to use teaching scripts to make teaching more effective and efficient -- How to give a great PowerPoint presentation -- How to give a great "chalk talk" -- How to teach at the bedside -- How to teach beginning students in the clinical setting -- How to teach medical students in an ambulatory clinic -- How to teach in free clinics: brief encounters with learners and patients in vulnerable communities -- How to teach students on an inpatient clerkship -- How to use Entrustable Professional Activities to evaluate and teach physician trainees -- How to teach in the emergency department -- How to teach in the operating room -- How to teach procedures -- How to teach quality improvement and patient safety -- How to teach fundamental communication skills -- How to teach clinical reasoning -- How to teach communication skills for palliative care conversations -- How to teach error disclosure to students and residents -- How to remediate learners on a short clinical rotation: getting the learner back on track -- How to give difficult feedback -- How to teach physical examination -- How to teach interprofessional learners.
  • 2012From: Springer
    Sandra L. Christenson, Amy L. Reschly, Cathy Wylie, editors.
    pt. 1. What is student engagement? -- pt. 2. Engagement as linked to motivational variables -- pt. 3. Engagement and contextual influences -- pt. 4. Student engagement : determinants and student outcomes -- pt. 5. Measurement issues, instruments, and approaches.
  • 2013From: Wiley
    Mike Davis, Judy McKimm, Kirsty Forrest.
    This important book offers an introduction to the theory and the varying types of assessment for health care professionals. The book includes information on such topics as Where have work based assessments come from?; Why do we have different parts to the same exam like MCQs and OSCEs?; How do colleges decide who has passed or not?; Why can people pick their own assessors for their MSF?; The role of formative assessment Portfolios and their value. The book avoids jargon, is clear and succinct, and gives the pros and cons of the different assessment processes.
  • 2013From: ProQuest Ebook Central
    Westwood, Olwyn M. R.
    Principles of assessment / Olwyn Westwood and Ann Griffin -- Assessment of knowledge / Steve Capey -- Development of skills competence assessment / Alison Sturrock -- Assessment of performance / Gavin Johnson and Allison Wiseman -- Assessment of professionalism / Deborah Gill -- Setting the standard in assessments / Steve Capey -- Feedback and assessment / Ann Griffin, Sophie Park, and Catherine O'Keeffe -- Psychometrics in medical education assessments / Katherine Woolf -- Examiners and examination boards / Olwyn Westwood -- Future developments in assessment and feedback / Jane Dacre.
  • 2012From: Wiley
    Peter Donnelly, Joel Benson, Paul Kirk.
    E-learning : what is it? -- Evidence e-learning works -- Using e-learning to teach -- Access to e-learning -- Examples of technology in use -- E-learning qualifications -- Research -- Looking towards the future.
  • 2014From: Wiley
    Mary Seabrook.
    Creating an effective learning environment -- Teaching in clinical contexts -- Workplace-based assessment and feedback -- Common problems in clinical teaching -- Next steps.
  • 2009From: Springer
    Stephen E. Brock, Shane R. Jimerson, Robin L. Hansen.
    ADHD is the most commonly diagnosed childhood behavioral disorder. Moreover, many students receiving special education assistance are reported to have ADHD. This book offers guidance on conducting psycho educational assessments of children with ADHD. It is suitable for school psychologists, and mental health professionals.
  • 2009From: Springer
    Catherine Christo, John M. Davis, Stephen E. Brock.
    "As many as one in four children experiences problems with reading. Dyslexia, the most common learning disability leads to well-documented negative effects on school and, ultimately, adult success. Therefore, it is critical that school professionals provide early and effective assessment and intervention. This volume equips practitioners with in-depth understanding of the disorder and a wealth of practical information for meeting student needs." "As the duties of school psychologists and related education professionals become more complex, recognizing and providing services for students with learning disorders has become progressively more demanding. Identifying, Assessing, and Treating Dyslexia at School offers practitioners an accessible and easy-to-read reference that they will use for years to come."--BOOK JACKET.
  • edited by Ajay Major & Aleena Paul.
    PrintStatus: Not Checked OutLane Catalog Record
    Hands/ Lisa Moore -- Stripping down the flesh / Nita Chen -- EKG calamity / Steven Lange -- Lacrimos / Daniel Coleman -- Autumn autopsy / Abi Ashcraft -- A tub of baby hearts / Katie Taylor -- Anatomical variation / Damien Zreibe -- Hello sir / Haikoo Shah -- I don't know : the medical student motto / Daniel Lefler -- Medicine's hardest lesson : people, not patients / Navdeep Kang -- Searching for role models in medicine / David Gasalberti -- It's hard keeping a white coat clean / Claire McDaniel -- Medical student, student physician or student doctor? / Joshua Niforatos -- On empathy (can these shoes ever fit?) / Jennifer Hong -- Learning to see / Olivia Low -- 30 percent bucket / Joshua Stein -- On clinical teaching and evidence-based medicine / Amy Briggs -- The value of empathy in medicine / Sarah Bommarito -- "May I ask you a few questions and examine you?" / Tania Tabassum -- Overthink it! / Eric Donahue -- Eau de medical school / Nita Chen -- Doctor Dad : a husband and father of three / Daniel Gates -- Better mom, better doctor / Mariya Cherneykina -- Never forget those who got you here / Eric Donahue -- Being pregnant during the first year of medical school / Allison Lyle -- For Pappou : a reflection on loss / Chris Meltsakos -- Medical student as patient / Lorenzo Sewanan -- When a patient's disease strikes a chord / Anjani Amladi -- Parenthesis / Amanda Rutishauser -- A medical student's experience as a patient / Crystal Romero -- Treating the disease and treating the illness / Steven Lange -- Broken / Jennifer Tsai -- A night at the homeless shelter / Jimmy Tam Huy Pham -- A wait for the bus : a solution for wandering in dementia / Katie Taylor -- How health care policy shapes health care practice / Manasa Mouli -- A lack of care : why medical students should focus on Ferguson / Jennifer Tsai -- Physicians-in-transit : the blizzard of 2015 / Jacob Walker -- My black eyes / Jessicqa Ubanyionwu -- Mine / Damien Zreibe -- On silence : the limits of professionalism / Jennifer Hong -- My white coat costume / Jes Minor -- Street medicine / Ajay Koti -- The chair / Ben Ferguson - My contribution / Kerri Vincenti -- Don't judge a book by its cover / Manik Aggarwal -- To the man with the flowers / Sasha Yakhkind -- The little one / Eric Ballon-Landa -- Exam room 3 / Jimmy Yan -- Emotions and energy in the ICU / Lisa Moore -- A sweet embrace / Zachary Abramson -- Do you remember? / Jimmy Yan -- Beta amyloid blues / Kiersten Pollard -- A story of love from psychiatry / Manasa Mouli -- Eyes : a reflection from the first month of clerkships / Sanjay Salgado -- We lost it : a story of surgical error / Dacia Russell -- How to make challah : the Jewish octopus / Ajay Koti -- Why I am in the room / Katie Taylor -- Fading memories of love and martinis / Joshua Niforatos / M/R/G / Steven Lange -- The lady in red / Lisa Podolsky -- Being there / Corbin Pomeranz -- A portrait of the patient as an old man / Millin Sekhon -- Pansies, rosemary and rue / Erin Baumgartner -- Diversity and rhinos / Bianca Maria Stifani -- Medicine, meaning and fluency / Jocelyn Mary-Estelle Wilson -- On doctoring etiquette / Qing Meng Zhang -- A patient in denial : is the system at fault? / Ola Hadaya -- Clinical culture shock : low health literacy as a barrier to effective communication / Lindsey McDaniel -- Talking dirty / Mariya Cherneykina -- Lost in translation / Katharine Caldwell -- View from the other side / Jimmy Yan -- Doctoring : who is it really for? / Nita Chen -- Breaking down the barrier / Pratik Kanabur -- A case for inclusive language / Ria Pal -- Remembering what it is like not to know / Katie Taylor -- How medical school taught me to put studying second / Samuel Scott -- Do they teach fear in medical school? / Ajay Koti -- Idea worship : mindfulness in medical school / Andrew Kadler -- How to find the strength to keep going : words of advice from a third-year / Jarna Shah -- Wounded healers / Ajay Koti -- Rite of passage / Nita Chen -- Booster / Jennifer Tsai -- CMO : comfort measures only, not morphine drip only / Reza Hosseini Ghomi -- From birth to death : a recollection of the third year / Chris Meltsakos -- The inevitable / Punita Shroff -- Life song / Sophia Tolliver -- False song? The story of Mr. R. / Faryal Osman -- Try again : experiencing failure as a medical student / Sadhana Rajamoorthi -- Stars, dollar bills and other essentials / Morgan Shier -- Breeze / Jennifer Tsai -- N'ap kenbe/we're holding on / Christopher Hudson -- Half of a year, halfway across the world / Sadhana Rajamoorthi -- The problem with playing doctor / Shraddha Dalwadi -- Perspectives from the bike : a look at an Ecuadorian hospital / Brian Lefchak -- An afternoon with a Swazi boy / Brent Schnipke -- On a mission / Victoria Psomiadis -- More than a number : the patient's story / Peter Wingfield -- On becoming a doctor : excellent medical student, terrible clinician / Amy Ho -- A letter to myself, future resident, on dealing with myself, current medical student / Lindsay Heuser -- "Are there any physicians on board, we have a medical emergency" / Manik Aggarwal --Is it better to trust or to hope? / Robert Ethel.
  • 2014From: Springer
    Eta S. Berner, editor.
    This book reviews and defines the current state of the art for informatics education in medicine and health care. This field has undergone considerable change as the field of informatics itself has evolved. Twenty years ago almost the only individuals involved in health care who had even heard the term "informatics" were those who identified themselves as medical or nursing informaticians. Today, we have a variety of subfields of informatics including not just medical and nursing informatics, but informatics applied to specific health professions (such as dental or pharmacy informatics), as well as biomedical informatics, bioinformatics and public health informatics. Informatics Education in Health Care addresses the broad range of informatics education programs available today. The Editor and very experienced internationally recognized informatics educators who have contributed to this work have made the tacit knowledge explicit and shared some of the lessons they have learned. This book therefore represents the key reference for all involved in the informatics education whether they be trainers or trainees.
  • 2009From: Springer
    edited by Marian de Souza, Leslie J. Francis, James O'Higgins-Norman and Daniel G. Scott.
    Part 1. General Introduction -- Part I. The Psychology of Religion and Spirituality: Implications for Education and Wellbeing - An Introduction -- Part II. The Role of Spirituality in Human Development and Identity: An Introduction -- Part III. The Spiritual Dimension in Educational Programs and Environments to Promote Holistic Learning and Wellbeing: An Introduction.
  • 2016From: Springer
    Nyapati R. Rao, Laura Weiss Roberts, editors.
    Part I. Foundations -- Chapter 1. International Medical Graduate Physician Training in American Psychiatry: Where We Are and Where We Are Going -- Chapter 2. Graduate Medical Education and Career Paths -- Chapter 3. Core Competencies and the Next Accreditation System -- Chapter 4. Evaluation and Feedback -- Chapter 5. The Doctor-Patient Relationship -- Chapter 6. The Psychiatric Interview -- Chapter 7. The Biopsychosocial Formulation -- Chapter 8. Psychotherapy -- Chapter 9. Professionalism and Ethics -- Chapter 10. Legal Issues -- Chapter 11. Evidence-Based Medicine -- Chapter 12. Psychiatric Research -- Chapter 13. Child and Adolescent Psychiatry -- Chapter 14. Geriatric Psychiatry -- Chapter 15. Public Psychiatry -- Part II. Perspectives -- Chapter 16. From Immigrant to Practitioner: A Perspective -- Chapter 17. The History of International Medical Graduate Physicians in Psychiatry and Medicine in the United States: A Perspective -- Chapter 18. Identity Development for International Medical Graduate Physicians: A Perspective -- Chapter 19. Identity Issues Specific to Women and United States Citizens Graduating from International Medical Schools: A Perspective -- Chapter 20. Cultural Competence for International Medical Graduate Physicians: A Perspective -- Chapter 21. Training Needs of International Medical Graduate Physicians in Psychiatry: A Perspective -- Chapter 22. Globalization and Recruitment Strategies for International Medical Graduate Physicians: A Perspective.
  • 2016From: Thieme
    Manfred Georg Krukemeyer, MD, Chairman, Paracelsus-Hospitals, Osnabrück, Germany.
    Getting started -- General terms -- Description of medical specialties.
  • PrintStatus: Not Checked OutLane Catalog Record
    1. Sciences générales de l'homme -- 2. Sciences juridiques, politiques et économiques -- 3. Sciences pures et appliquées -- 4. Sciences médicales, biomédicales, pharmaceutiques et vetinaires.
  • 2017From: CRCnetBASE
    edited by Nadine Finigan-Carr.
    A dream deferred : how trauma impacts the academic achievement of African-American youth / Larry J. Walker & Ramon Goings -- Addressing racism's effects on African American males from womb to classroom / Roland J. Thorpe, Jr, Derek M. Griffith, Marino A. Bruce & Lawrence Brown -- Drinking and learning while black : the effect of family problem drinking on children's later educational attainment / Stacey Houston -- Anxiety and grade retention among African American and Caribbean black adolescents / Theda Rose, Nadine M. Finigan-Carr & Sean Joe -- Community violence, adolescent aggression and academic achievement / Nadine M. Finigan-Carr & Tanya L. Sharpe -- Schools as re-traumatizing environments / Wendy E. Shaia & Shanda C. Crowder -- Peace, be still : black educators coping with constant school reforms in Philadelphia / Camika Royal -- Promoting culturally responsive practice to reduce disparities in school discipline among African American students / Katrina J. Debnam, Jessika H. Bottiani & Catherine Bradshaw -- On some types and consequences of afterschool activities in low-Income neighborhoods / Brad Lian.
  • 2016From: Springer
    Anthony J. Viera, Rob Kramer, editors.
    Recognizing that medical faculty face different questions or issues in different stages of their careers, this handy, practical title offers a comprehensive roadmap and range of solutions to common challenges in the complex and changing Academic Medical Center (AMC). With critical insights and strategies for both aspiring and seasoned academicians, this handbook offers a concise guide for personal career development, executive skill acquisition, and leadership principles, providing actionable, targeted advice for faculty seeking help on a myriad of new issues and situations. Pressures in today's Academic Medical Center include significant changes to the healthcare system, competition for research funding, transformation of medical education, and recruitment and retention of the ever-evolving workforce. This dynamic environment calls for razor-sharp leadership and management effectiveness to stay competitive. AMC faculty aspire to formal leadership roles for a variety of reasons: to set a new vision, to create change, or to affect policy and resource decisions. For others, weariness of past leadership styles or mistakes may catalyze wanting a chance to set a different tone. Management and Leadership Skills for Medical Faculty: A Practical Handbook is a must-have resource for faculty in AMCs and anyone with a role in healthcare leadership. .
  • 2012From: ProQuest Ebook Central
    [edited by] Beth Tamplet Ulrich.
    The preceptor role / Beth Tamplet Ulrich -- Learning : the foundation of precepting / Beth Tamplet Ulrich -- Precepting strategies / Beth Tamplet Ulrich -- Competence, critical thinking, clinical reasoning, clinical judgment and confidence / Beth Tamplet Ulrich -- Having a plan : developing and using objectives, goals, and outcomes / Karen Robbins and Mary S. Haras -- Communication / Laurie Shiparski -- Coaching / Laurie Shiparski -- Effectively using instructional technologies / Cathy Deckers, Thomas Doyle, and Wendy Jo Wilkinson -- Working with specific learner populations / Beth Tamplet Ulrich -- Assessing and addressing preceptee behavior and motivation / Cindy Lefton -- Pragmatics of precepting / Larissa Africa and Herilyn Ashlock -- For managers : selecting, supporting, and sustaining preceptors / Carol A. Bradley [and others] -- The practice of self-care to prevent burnout and create an optimal healing environment / Kim Richards.
  • 2011From: Springer
    Alan Bleakley, John Bligh, Julie Browne.
    "The purpose of medical education is to benefit patients by improving the work of doctors. Patient centeredness is a centuries old concept in medicine, but there is still a long way to go before medical education can truly be said to be patient centered. Ensuring the centrality of the patient is a particular challenge during medical education, when students are still forming an identity as trainee doctors, and conservative attitudes towards medicine and education are common amongst medical teachers, making it hard to bring about improvements. How can teachers, policy makers, researchers and doctors bring about lasting change that will restore the patient to the heart of medical education? The authors, experienced medical educators, explore the role of the patient in medical education in terms of identity, power and location. Using innovative political, philosophical, cultural and literary critical frameworks that have previously never been applied so consistently to the field, the authors provide a fundamental reconceptualisation of medical teaching and learning, with an emphasis upon learning at the bedside and in the clinic. They offer a wealth of practical and conceptual insights into the three-way relationship between patients, students and teachers, setting out a radical and exciting approach to a medical education for the future." --Publisher description.
  • 2012Limited to 1 simultaneous usersFrom: ProQuest Ebook Central
    Lois J. Zachary.
    "Thoughtful and rich with advice, The Mentor's Guide explores the critical process of mentoring and presents practical tools for facilitating the experience from beginning to end. Now managers, teachers, and leaders from any career, professional, or educational setting can successfully navigate the learning journey by using the hands-on worksheets and exercises in this unique resource. Readers will learn how to: Assess their readiness to become a mentor, Establish the relationship, Set appropriate goals, Monitor progress and achievement, Avoid common pitfalls, Bring the relationship to a natural conclusion. The new edition of this best-selling volume includes expanded coverage of: Coaching as distinct from and similar to mentoring, Diversity and cultural differences between mentors and mentees, Mentoring at a distance, especially online, Connections to author's companion volumes, Creating a Mentoring Culture and The Mentee's Guide"-- Provided by publisher.
  • 2017From: Wiley
    Helen M. Woolnough, Sandra L. Fielden.
    Gendered career development within nursing and healthcare -- Mentoring as a career development tool -- Diversity in mentoring : gender, race, and ethnicity -- Mentoring in nursing and healthcare -- Designing and implementing a formal mentoring programme -- Evaluating formal mentoring relationships -- Does mentoring work? : the realities of mentoring from the perspective of both mentee and mentor -- The challenging perceptions programme and the long term benefits of mentoring.
  • 2014From: Wiley
    Sharon E. Straus, David L. Sackett.
    What is the evidence for mentorship? -- What are the characteristics and behaviors of effective mentors and mentees? -- How can you initiate mentorship? -- Some effective mentoring strategies and tactics : part 1, mentorship meetings, priority setting, and time-management -- Some effective mentoring strategies and tactics : part 2, protecting mentees from dys-opportunities -- Some effective mentoring strategies and tactics : part 3, mentoring for knowledge generation -- Some effective mentoring strategies and tactics : part 4, mentoring for knowledge dissemination -- Some effective mentoring strategies and tactics : part 5, mentoring for promotion, protection, and job prospects -- How can you assess, diagnose and treat mentorship that is in trouble? -- How can you initiate and maintain a mentorship progam? -- How can you evaluate the impact of a mentorship program? -- How can you scale up and sustain a mentorship program?.
  • 2016Limited to 3 simultaneous usersFrom: ProQuest Ebook Central
    Melanie V. Sinche.
    Part I. Getting to know yourself -- Connecting your interests to careers -- But I have no skills and other myths -- Identifying your personal values -- Part II. Getting to know the world of work -- To postdoc or not to postdoc? -- Career options for PhDs in science -- Strategies for exploring careers and building experience -- Networking effectively to uncover opportunities -- Part III. Getting started on your job search -- Crafting your individual development plan -- Assembling your application materials and applying for jobs -- Interviewing and negotiating tactics -- Conclusion: Making a successful transition.
  • 2016From: Springer
    Keeley C. Harmon, Joe Ann Clark, Jeffery M. Dyck, Vicki Moran.
    Issues and trends in nursing education -- Principles of teaching and learning -- Classroom teaching -- Clinical experiences -- Simulation -- Online learning -- Appendix A: Example course syllabus -- Appendix B: Program outcomes -- Appendix C: Exam blueprint -- Appendix D: Example case study -- Appendix E: Example welcome letter -- Appendix F: Key discussion points during advising -- Appendix G: Clinical organization tool -- Appendix H: Example of clinical syllabus -- AppendixI: Abbreviated second patient form -- Appendix J: Example of a clinical contract -- Appendix K: Sample action plan -- Appendix L: Sample of debriefing questions for simulation.
  • 2008From: Springer
    by Emery A. Wilson, Jay A. Peran, D. Kay Clawson.
  • 2015From: Springer
    Larry D. Florman, M.D.
    Chapter 1. Introduction -- Chapter 2. Mentors/Advisors -- Chapter 3. The Transition?Part 1 -- Chapter 4. Attire -- Chapter 5. The Little Black Book -- Chapter 6. Communications -- Chapter 7. Teaching and Learning -- Chapter 8. Surgery Suite Etiquette -- Chapter 9. The Clinics -- Chapter 10. Rounds -- Chapter 11. The Difficult -- Chapter 12. Documentation -- Chapter 13. Presentations -- Chapter 14. Mortality and Morbidity Conference -- Chapter 15. On Call -- Chapter 16. Family and Friends -- Chapter 17. Your Health -- Chapter 18. Medical?Legal -- Chapter 19 The System -- Chapter 20. The Boards -- Chapter 21 The 80-Hour Week -- Chapter 22. Research -- Chapter 23. The Interview -- Chapter 24. HIPAA -- Chapter 25. Social Media -- Chapter 26. Electronic Medical Records -- Chapter 27. Insurance, Managed Care -- Chapter 28. Vacations -- Chapter 29. Finances -- Chapter 30. Assorted Affairs -- Chapter 31. The Transition?Part 2 -- Chapter 32. The Mentor?s Wrap-Up -- Chapter 33. Epilogue -- Appendix A. Commonly Used Web-Based Sites -- Appendix B. Books of Interest. .
  • 2015From: OSO
    Jacolyn M. Norrish.
    This is the story of one school's development of a more holistic approach to education, with student wellbeing at its heart. Developed from the science of positive psychology, positive education aims to teach children, young people, and adults the skills and mindsets that will enable them to live flourishing, fulfilling, and resilient lives. This book explores the introduction of this ground-breaking programme within the context of Geelong Grammar School's liberal, holistic education philosophy.
  • 2014From: ProQuest Ebook Central
    Committee to Review the State of Postdoctoral Experience in Scientists and Engineers, Committee on Science, Engineering, and Public Policy, Policy and Global Affairs, National Academy of Sciences, National Academy of Engineering, Institute of Medicine.
    The Postdoctoral Experience Revisited builds on the 2000 report Enhancing the Postdoctoral Experience for Scientists and Engineers. That ground-breaking report assessed the postdoctoral experience and provided principles, action points, and recommendations to enhance that experience. Since the publication of the 2000 report, the postdoctoral landscape has changed considerably. The percentage of PhDs who pursue postdoctoral training is growing steadily and spreading from the biomedical and physical sciences to engineering and the social sciences. The average length of time spent in postdoctoral positions seems to be increasing. The Postdoctoral Experience Revisited reexamines postdoctoral programs in the United States, focusing on how postdocs are being guided and managed, how institutional practices have changed, and what happens to postdocs after they complete their programs. This book explores important changes that have occurred in postdoctoral practices and the research ecosystem and assesses how well current practices meet the needs of these fledgling scientists and engineers and of the research enterprise. The Postdoctoral Experience Revisited takes a fresh look at current postdoctoral fellows--how many there are, where they are working, in what fields, and for how many years. This book makes recommendations to improve aspects of programs--postdoctoral period of service, title and role, career development, compensation and benefits, and mentoring. Current data on demographics, career aspirations, and career outcomes for postdocs are limited. This report makes the case for better data collection by research institution and data sharing. A larger goal of this study is not only to propose ways to make the postdoctoral system better for the postdoctoral researchers themselves but also to better understand the role that postdoctoral training plays in the research enterprise. It is also to ask whether there are alternative ways to satisfy some of the research and career development needs of postdoctoral researchers that are now being met with several years of advanced training. Postdoctoral researchers are the future of the research enterprise. The discussion and recommendations of The Postdoctoral Experience Revisited will stimulate action toward clarifying the role of postdoctoral researchers and improving their status and experience.
  • 2010From: Springer
    Jim A. Reekers.
  • 2015From: Springer
    Douglas E. Mitchell, Robert K. Ream, editors.
    At the center of this book is the complex and perplexing question of how to design professional preparation programs, organizational management practices, public policy systems and robust professional associations committed to and capable of, maintaining confidence, trust and the other hallmarks of responsible professionalism. To do this, we need to rebuild our understanding of professional responsibility from the ground up. We describe how individuals might be prepared to engage in responsible professional service delivery, examine promising options for the reform of professional service systems and finally, outline a reform strategy for improving practice in education and medicine ? two essential public services. The nexus of the reform problem in professionalism is establishing a more robust and effective working relationship between teachers and their students; between health care professionals and their patients and between educators and health professionals. Professionalism means acceptance of professional responsibility for student and patient outcomes ? not just acceptance of responsibility for technical expertise, but commitment to the social norms of the profession, including trustworthiness and responsibility for client wellbeing. In the past, it may have been sufficient to assume that adequate knowledge can be shaped into standards of professional practice. Today, it is clear that we must take careful account of the ways in which practicing professionals develop, internalize and sustain professionalism during their training, along with the ways in which this commitment to professionalism may be undermined by the regulatory, fiscal, technological, political and emotional incentive systems that impinge on professional workplaces and professional employment systems.
  • Matthew Joseph Bundick.
    Emerging adulthood represents a critical phase for the development of purpose in life, yet little is known about the process through which young people become purposeful, or what the lasting benefits of such purposefulness might be. The present investigation explored four primary hypotheses though three interconnected studies. The first hypothesis, addressed in Study 1 using cross-sectional data, posited that purpose and meaningful engagement would be associated with psychological well-being. The second hypothesis proposed a mediational model, wherein the relationship between meaningful engagement and psychological well-being would be mediated by purpose; this hypothesis was tested first with cross-sectional data in Study 1 and again using longitudinal data in Study 2. Third, a moderation hypothesis was tested on the temporal relationship between purpose and psychological well-being, specifically that the relationship would be stronger for those high in self-transcendent life goals. Finally, Study 3 tested an intervention hypothesis to see whether engaging in deep reflection on and discussion about one's life goals can increase purpose and, consequently, psychological well-being. The results showed partial confirmation of the hypotheses. The cross-sectional analyses showed strong relations among meaningful engagement, purpose, and psychological well-being, and provided support for the proposed mediational model. However, the longitudinal analyses did not show significant relations among the constructs. The moderation hypothesis provided evidence that the path from purpose to well-being was stronger for those high on self-transcendent life goals, suggesting psychological benefits of pursuing purposes beyond oneself (but not self-oriented life goals). Finally, there was a significant positive effect of engaging in deep discussion and reflection on one's life goals, toward both increased purpose and increased psychological well-being. Implications of these findings for higher education in particular are discussed, and directions for future research are presented.
  • 2010From: ProQuest Ebook Central
    Donald A. Barr.
    "One hundred years ago, Abraham Flexner's report on Medical Education in the United States and Canada helped establish the modern paradigm of premedical and medical education. Barr's research finds the system of premedical education that evolved to be a poor predictor of subsequent clinical competency and professional excellence, while simultaneously discouraging many students from under represented minority groups or economically disadvantaged backgrounds from pursuing a career as a physician. Analyzing more than fifty years of research, Barr shows that many of the best prospects are not being admitted to medical schools with long-term adverse consequences for the U.S. medical profession."--BOOK JACKET.
    Also available: Print – 2010
  • 2012From: Springer
    edited by Kathryn M. Hibbert, Rethy K. Chhem, Teresa Deven, Shih-chang Wang.
    Part 1. Evaluation and Assessment for Non-educators -- The Nature of Professional Expertise / Penelope Engel-Hills and Rethy K. Chhem -- Fundamentals of Assessment and Evaluation: Clarifying Terminology / Kathryn M. Hibbert, Teresa Van Deven and Soveacha Ros -- Competence in the Professions: Expanding Opportunities and Emerging Practices / Kathryn M. Hibbert and Rethy K. Chhem -- Medical Competency in Postgraduate Medical Training Programs / Thomas N. B. Pascual, Soveacha Ros, Penelope Engel-Hills and Rethy K. Chhem -- Part 2. Evaluation and assessment in Radiology education -- Philosophical Considerations in Educational Assessment / Richard B. Gunderman -- Competencies and Experiential Requirements in Radiology Training / Shih-chang Wang -- Accreditation and Evaluation of Programs: The Canadian Perspective / Kenneth A. Harris, Margaret A. Kennedy and Sarah Taber -- Assessment and Evaluation in a Transnational Radiodiagnosis Training Program / Shih-chang Wang -- Part 3. Case Studies: Theory into practice -- Strategies and Actions to Improve Risk Communication Competency in Radiation Medicine / Lawrence S. Lau, Kwan-Hoong Ng and Rethy K. Chhem -- Assessing Clinical Competence in Radiation Oncology Education / Eduardo Rosenblatt, Bruce G. Haffty and Jan Willem Leer -- Measuring Competence of Radiology Education Programs and Residents: The Egyptian Experience / Sahar N. Saleem and Youssriah Y. Sabri -- Assessing Residents in a Nuclear Medicine Physician Training Program: The Philippine Experience / Thomas N. B. Pascual, Jerry M. Obaldo, Teofilo O. L. San Luis and Marcela J. Leus -- Clinical Training in Medical Physics: IAEA Perspective / Ahmed Meghzifene, Donald Mclean, Debbie Van Der Merwe and Brian Thomas -- Assessing Diagnostic Radiology Training: The Singapore Journey / Bien-Soo Tan, Lynette L. S. Teo, Daniel E. S. Wong, Shaun X. J. M. Chan and Kiang-Hiong Tay -- Assessment of Radiation Oncology Medical Physics Residents: The London, Ontario (Canada) Experience / Jacob Van Dyk and Jerry J. Battista.
  • Matt McCarthy.
    PrintStatus: Not Checked OutLane Catalog Record
    "This funny, candid memoir about the author's intern year at a New York hospital provides a scorchingly frank look at how doctors are made, taking readers into the critical care unit to see one burgeoning physician's journey from ineptitude to competence. After his professional baseball career failed to launch, Matt McCarthy went to Harvard Medical School and on to a coveted residency slot in New York. But when he almost lost a patient on his first day after making what he believed to be a terrible error, he found himself facing the harsh reality of a new doctor's life--one in which even overachievers find themselves humbled, and in which med school training has little to offer in navigating the emotional rollercoaster of dealing with actual patients. Luckily for McCarthy, his second-year-resident adviser (whom he calls "Baio", owing to a resemblance to a Charles in Charge-era Scott Baio) was an offbeat genius, with a knack for breaking down the complicated process of treating patients. But neither doctor could offer much help to a patient named Barney, who had been living in the hospital while waiting for a new heart, and whom McCarthy slowly befriended over the course of the year in ways that changed his perception of what it means to be a physician. Mixing the tense drama of ER with the screwball humor of Scrubs, McCarthy offers a window on to hospital life that dispenses with sanctimony and self-seriousness while emphasizing the black-comic paradox of becoming a doctor: How do you learn how to save lives in a job where there is no practice? This "One L for doctors" will inspire and entertain physicians and patients alike"-- Provided by publisher.
  • 2014From: Springer
    Adina Kalet, Calvin L. Chou, editors.
    Defining and Assessing Competence -- An Example of a Remediation Program -- 'She Needs to Read More': Helping trainees who struggle with medical knowledge -- Remediation of Interpersonal and Communication Skills -- Remediation of Physical Exam Skills -- Assessing and Remediating Clinical Reasoning -- Remediating Lapses in Professionalism -- 'You said, I heard': Speaking the subtext in interracial conversations -- Learning Differences and Medical Education -- 'Well, This Is Awkward': Autism Spectrum Disorder in Medical Trainees -- Stress and Distress and Wellness -- Perspectives from a Psychiatrist in an Office of Advising Resources -- The Metacognitive Competency: The key to life-long learning -- Use of Reflection as a Remediation Tool -- Feedback -- Appreciative Coaching: A positive process for remediation -- Preparing Program Directors to Address Unprofessional Behavior -- The View from the Dean's Office -- Preparing to Conduct Remediation -- 'The Prognosis is Poor': When to give up -- A Research Agenda for the Field of Remediation -- Epilogue: A Student's Perspective on Remediation.
  • 2011From: ProQuest Ebook Central
    Committee to Study the National Needs for Biomedical, Behavioral, and Research Personnel, Board on Higher Education and Workforce, Policy and Global Affairs, National Research Council of the National Academies.
    "Comprehensive research and a highly trained workforce are essential for the improvement of health and health care both nationally and internationally. Over the past 40 years the National Research Services Award (NRSA) Program has played a large role in training the workforce responsible for dramatic advances in the understanding of various diseases and new insights that have led to more effective and targeted therapies. In spite of this program, the difficulty obtaining jobs after the postdoc period has discouraged many domestic students from pursuing graduate postdoc training. In the United States, more than 50 percent of the postdoc workforce is made up of individuals who obtained their Ph. D.s from other countries. Indeed, one can make a strong argument that the influx of highly trained and creative foreigners has contributed greatly to U.S. science over the past 70 years. Research Training in the Biomedical, Behavioral, and Clinical Research Sciences discusses a number of important issues, including: the job prospects for postdocs completing their training; questions about the continued supply of international postdocs in an increasingly competitive world; the need for equal, excellent training for all graduate students who receive NIH funding; and the need to increase the diversity of trainees. The book recommends improvements in minority recruiting, more rigorous and extensive training in the responsible conduct of research and ethics, increased emphasis on career development, more attention to outcomes, and the requirement for incorporating more quantitative thinking in the biomedical curriculum."--Publisher's description.
  • 2012From: Springer
    Miguel A.R.B. Castanho, Gül Güner-Akdogan, editors.
  • Ho Lun Wong.
    The overall objective of this dissertation is to evaluate the impacts of three development programs in rural China. Specifically, I examine the impacts of investment into: a.) village infrastructure; b.) children health; and c.) children education in China's rural villages. To better understand how such investments can best be made, I proceed by writing three papers. In the first paper I seek to answer the question of how to build high quality and cost effective infrastructure in China's rural villages. I attempt to address a fundamental question of infrastructure investment--who is better at infrastructure investment. Should the village leadership or a government agency above the village finance and/or manage infrastructure projects? To answer this question, I take advantage of China's ambitious rural road building agenda in the recent years. My collaborators surveyed all road projects in 101 villages in rural China from 2003 to 2007. In the survey the quality and cost per kilometer of each road was measured. According to the analysis, road quality was higher when more of the project finance came from the government agency. Moreover, projects had lower costs per kilometer when the village leadership participated in the project's management. Overall, my findings suggest that to build high quality and cost effective roads, government agencies should finance/design road projects and the village leadership should participate in project management. In the second paper I report on the results of a randomized controlled trial that was conducted among over 2,000 children in 60 elementary schools in rural Shaanxi Province, Northwest China. I examine the effects of two separate interventions--a parental education treatment and an iron supplementation treatment--on the anemia status and educational performance of children in elementary schools in rural China. I find that providing children with daily iron supplements for six months improved the hemoglobin (Hb) levels and math test scores of children. The effects of the supplement treatment were larger among children who lived and boarded at home relative to children who lived and boarded at schools. In comparison, educating parents about nutrition and anemia only improved the Hb levels of non-boarding children and only raised the test scores of non-boarding children who were also baseline-anemic. In the third paper, I attempt to understand why preschool attendance in poor rural areas of China is low when preschool has been shown (internationally) to improve children's school readiness in many developing countries. To examine this question, I evaluate the impact of a voucher/conditional cash transfer (CCT) program, which is one possible policy intervention that the Chinese government is considering to increase attendance. The goal of the intervention is to help parents defray the cost of preschool on preschool attendance and raise school readiness. To meet this goal, I helped to conduct a (individual-level) randomized controlled trial among 150 children in a poor, rural county in China. The analysis shows that a one-year voucher/CCT intervention, consisting of a tuition waiver and a cash transfer conditional on attendance, raised attendance by 20 percentage points (or by 35 percent). However, the intervention did not have measurable impact on the school readiness of students. Based on these findings, I propose that one potential explanation for these findings is the poor quality of preschool education in rural China.
  • 2009From: AAMC
    report of the AAMC-HHMI Committee.
    Presents a new framework for preparing students with the scientific know-how optimal for studying medicine and becoming physicians.
  • 2016From: Springer
    Harry Owen.
    1 Introduction -- Part I -- 2 Early Examples of Simulation in Training and Healthcare -- 3 Simulation in Medical Science -- Part II -- 4 Simulation in Obstetrics and Midwifery -- Part III -- 5 Simulators and Teaching Aids Used in Teaching Medicine -- 6 Simulation in Surgery -- 7 Simulation in Oto-, Rhino-, and Laryngology -- 8 Simulation in the Treatment of Eye Disorders -- 9 Simulation in Nursing -- 10 Simulation and Teaching in Resuscitation and Trauma Management -- 11 Simulation in Dentistry and Dental Hygiene -- Index.
  • 2012From: Springer
    Hitendra R.H. Patel, Jean V. Joseph, editors.
    Lessons Learned from the Aviation Industry: Surgical Checklists / Stig Müller and Hitendra R. H. Patel -- Human Factors, Nontechnical Skills, and Surgical Training / Stig Müller, Waleed Al-Singary and Hitendra R. H. Patel -- Current State of Laparoscopic and Robotic Surgery / Jens J. Rassweiler, Marcel Hruza, Thomas Frede and Salvatore Micali -- Simulation and Training in Minimally Invasive Surgery / Sonal Arora, Shabnam Undre and Roger Kneebone -- Value of Virtual Reality in Medical Education / Amina A. Bouhelal, Hitendra R. H. Patel and Bijendra Patel -- The MIMIC Virtual Reality Trainer: Stepping into Three-Dimensional, Binocular, Robotic Simulation / Steven M. Lucas and Chandru P. Sundaram -- Laparoscopic Cholecystectomy Skills Acquisition and Procedural Proficiency in Novices Using Virtual Reality / Amina A. Bouhelal, Hitendra R. H. Patel and Bijendra Patel -- Lesson Learnt from the Military Surgeons Using Simulation in Trauma Surgery / Simon S. Fleming and John-Joe Reilly -- Clinical and Educational Benefits of Surgical Telementoring / Knut Mague Augestad, Taridzo Chomutare, Johan G. Bellika, Andrius Budrionis and Rolv-Ole Lindsetmo, et al. -- Portable Learning and Multimedia in Surgical Training / Narinderjit Singh Kullar, Stig Müller and Hitendra R. H. Patel.
  • [the Robert Graham Center: Policy Studies in Family Medicine and Primary Care ; Robert L. Phillips, Jr., Martey S. Dodoo, Stephen Petterson, Imam Xierali, Andrew Bazemore, Bridget Teevan, Keisa Bennett, Cindy Legagneur, JoAnn Rudd ; and Julie Phillips, Michigan State University College of Human Medicine ; Josiah Macy, Jr. Foundation Grant B07-09 ...].
    1. What We Know About Factors Affecting Medical Student & Resident Career Decisions -- 2. Study Aims, Questions, Methods, Limitations -- 3. Outcomes of Current Physician Training -- 4. Debt -- 5. Title VII Effect, Personal Interests, and Experiences in Medical School -- 6. Return on Investment -- 7. Conclusions and Recommendations -- Appendices.
  • 2014From: Springer
    edited by Timothy M. Pawlik, Julie A. Sosa.
    Building Your Clinical Trial Research Team -- Clinical Trials: Ensuring Quality and Standardization -- Statistics: Setting the Stage -- Clinical Trials: Handling the Data -- Data Safety Monitoring Boards -- Planning for Data Monitoring and Audits -- The Budget -- Regulatory Considerations in Human Subjects Research -- Publishing a Clinical Trial -- Device Versus Drug Clinical Trials: Similarities and Important Differences -- Defining the Study Cohort: Inclusion and Exclusion Criteria -- The History of Clinical Trials -- Ethics of Clinical Trials -- Trial Design: Overview of Study Designs (Phase I, II, III, IV, Factorial Design).
  • 2013From: Springer
    edited by Carla M. Pugh, Rebecca Sippel.
    Success in Academic Surgery: Developing a Career in Surgical Education is a unique and portable handbook that offers careers advice and guidance to medical students, surgical residents, young faculty and others considering a career within surgical education. Surgical education is a rapidly expanding area of surgical research and career interest, and as the Association for Academic Surgery (AAS) fall courses ( and international courses offer more and more specialty tracking there is a greater need for an accompanying textbook to supplement the material presented in the courses. Success in Academic Surgery: Developing a Career in Surgical Education expands on some of the important issues related to surgical education highlighted in the AAS courses by addressing key areas such as how to acquire the skills necessary for success in this field, how to develop a research program in surgical education as well as offering guidance on applying for research grants, among other things.
  • by Molly Cooke, David M. Irby and Bridget C. O'Brien.
    The article is a summary of a study that was "part of a larger program of research by The Carnegie Foundation for the Advancement of Teaching on preparation for the professions"--Website.
  • 2011From: Springer
    Heather Fry, Roger Kneebone, editors.
  • 2010From: Springer
    John Rombeau, Amy Goldberg, Catherine Loveland-Jones.
    What is mentoring and who is a mentor? -- Why surgical mentoring is important and evidence that it makes a difference -- What are the qualities of an outstanding surgical mentor? -- How and where should surgical mentoring be performed? -- Mentoring women surgeons -- Mentoring international medical graduates -- How to develop faculty mentors -- How to choose a mentor -- Future directions.
  • 2015From: Springer
    Lap Ki Chan, Wojciech Pawlina, editors.
    Teaching Anatomy: A Practical Guide is the first book designed to provide highly practical advice to both novice and experienced gross anatomy teachers. The volume provides a theoretical foundation of adult learning and basic anatomy education and includes chapters focusing on specific issues that teachers commonly encounter in the diverse and challenging scenarios in which they teach. The book is designed to allow teachers to adopt a student-centered approach and to be able to give their students an effective and efficient overall learning experience. Teachers of gross anatomy and other basic sciences in undergraduate healthcare programs will find in this unique volume invaluable information presented in a problem-oriented, succinct, and user-friendly format. Developed by renowned, expert authors, the chapters are written concisely and in simple language, and a wealth of text boxes are provided to bring out key points, to stimulate reflection on the reader?s own situation, and to provide additional practical tips. Educational theories are selectively included to explain the theoretical foundation underlying practical suggestions, so that teachers can appropriately modify the strategies described in the book to fit their own educational environments. Comprehensive and a significant contribution to the literature, Teaching Anatomy: A Practical Guide is an indispensable resource for all instructors in gross anatomy.
  • 2015From: Springer
    Shabih Zaidi, Mona Nasir.
    This book considers the evolution of medical education over the centuries, presents various theories and principles of learning, and discusses different forms of medical curriculum and the strategies employed to develop them, citing examples from medical schools in developed and developing nations. Instructional methodologies and tools for assessment and evaluation are discussed at length and additional elements of modern medical teaching, such as writing skills, communication skills, evidence based medicine, medical ethics, skill labs, and webinars, are fully considered. In discussing these topics, the authors draw upon the personal experience that they have gained in learning, teaching and disseminating knowledge in many parts of the world over the past four decades. .
  • 2016From: Cambridge
    edited by Richard L. Cruess, Professor of Surgery and Core Faculty Member in the Centre for Medical Education, Faculty of Medicine, at McGill University in Montreal, Canada, Sylvia R. Cruess, Professor of Medicine and Core Faculty Member in the Centre for Medical Education, Faculty of Medicine, at McGill University, Montreal, Canada, Yvonne Steinert, Professor of Family Medicine and Director of the Centre for Medical Education, Faculty of Medicine, at McGill University, Montreal, Canada.
    Professionalism and professional identity formation : the cognitive base / Richard L. Cruess and Sylvia R. Cruess -- Developing a professional identity -- a learner's perspective / Robert Sternszus -- Theoretical insights into the nature and nurture of professional identities / Lynn V. Monrouxe -- Socialization, professionalism and professional identity formation / Frederic William Hafferty -- Educational theory and strategies to support professionalism and professional identity formation / Yvonne Steinert -- Role modelling and mentoring in the formation of professional identity / Karen V. Mann and Elizabeth Gaufberg -- Experiential learning and reflection to support professionalism and professional identity formation / Thomas A. Hutchinson and Mark Smilovitch -- General principles for establishing programs to support professionalism and professional identity formation at the undergraduate and postgraduate levels / Sylvia R. Cruess and Richard L. Cruess -- Faculty development to support professionalism and professional identity formation / Yvonne Steinert -- Becoming interprofessional: professional identity formation in the health professions / Jill E. Thistlethwaite, Koshila Kumar and Christopher Roberts -- Assessment of professionalism and progress in the development of a professional identity / John Norcini and Judy Shea -- Remediation of unprofessional behavior / Louise Arnold, Christine Sullivan and Jennifer Quaintance -- Professional identity formation, the practicing physician and continuing professional development / Jocelyn Locker, Ivan Silver and Janet de Groot -- Professionalism, professional identity, and licensing and accrediting bodies / Sir Donald Irvine -- The evolution of an undergraduate medical program on professionalism and identity formation / J. Donald Boudreau -- Developing and implementing an undergraduate curriculum based on professional identity formation / Mark D. Holden, Era Buck and John Luk -- Supporting professionalism and professional identity formation at the postgraduate level / Linda Snell -- Changing the educational environment to better support professionalism and professional identity formation / Mark J. DiCorcia and Lee A. Learman -- Professional identities of the future : invisible and unconscious or deliberate and reflexive? / Brian D. Hodges.
  • 2015From: Springer
    Jochanan Benbassat.
    1. Introduction -- 2. Paradigmatic shifts in the theory, practice and teaching of medicine in recent decades -- 3. Teaching behavioral and social sciences to medical students -- 4. Difficulties in learning and teaching patient interviewing -- 5. Overcoming difficulties in teaching patient interviewing -- 6. Doctor-patient relations -- 7. Barriers to doctor-patient communication -- 8. Diagnostic utility of the physical examination and ancillary tests -- 9. Physical-examination skills: learning difficulties -- 10. Learning and teaching physical-examination skills by clinical context -- 11. Recording the clinical data base -- 12. Recording personal and social data and examination of asymptomatic persons -- 13. Recording the patient's history -- 14. Intuitive vs analytic clinical reasoning -- 15. Should clinical training rely on role modeling?.
  • 2016From: AccessMedicine
    Navin Kumar, Anica Law ; edited by Niteesh K. Choudhry.
    Cardiology -- Endocrinology -- Gastroenterology -- Hematology-Oncology -- Infectious Disease -- Intensive Care -- Nephrology -- Neurology -- Pulmonary -- Rheumatology.
  • published by order of the Board [of Education].
  • 2015From: Springer
    Nader Francis, Abe Fingerhut, Roberto Bergamaschi, Roger Motson, editors.
    1. Learning environment and setting up a training unit in Minimal Access Surgery -- 2. Training curriculum in Minimal Access Surgery -- 3. Simulation and Training in Minimal Access Surgery -- 4. Training basic laparoscopic skills -- 5. Training for trainers in Endoscopy (colonoscopy) -- 6. Teaching advanced laparoscopic skills in colorectal surgery -- 7. Teaching advanced laparoscopic skills in surgery for morbid obesity -- 8. Teaching advanced laparoscopic skills in urological surgery -- 9. Training for new thechniques and robotic surgery in Minimal Access Surgery -- 10. Teletraining in Minimal Access Surgery -- 11. Assessment and Acreditation in Minimal Access Surgery -- 12. Training the trainer in laparoscopic surgery -- 13. The Human Factor in Minimal Access Surgical Training: How conscientious, well trained Surgeons make mistakes.
  • 2003From: Stanf Univ SOM
    [Stanford University School of Medicine].
  • 2004From: NLM
    United States National Library of Medicine, National Institutes of Health ; prepared by Marcia Zorn, Marin P. Allen, Alice M. Horowitz.
    Examines some of the barriers that may need to be addressed when designing strategies to connect the audience with appropriate health information materials, services, or resources.
  • 2014From: ProQuest Ebook Central
    edited by Tim Swanwick.
    Understanding medical education / Tim Swanwick -- Teaching and learning in medical education: how theory can inform practice / David M Kaufman and Karen V. Mann -- Principles of curriculum design / Janet Grant -- Quality in medical education / Alan Bleakley, Julie Browne and Kate Ellis -- Problem-based learning / Mark A Albanese -- Interprofessional education / Della Freeth -- Work-based learning / Clare Morris and David Blaney -- Supervision, mentoring and coaching / John Launer -- Teaching and leading small groups / Peter McCrorie -- Lectures and large groups / Andrew Long and Bridget Lock -- Technology-enhanced learning / Alison Bullock and Peter de Jong -- E-learning / Scott Rice and Jean McKendree -- Simulation in medical education / Jean Ker and Paul Bradley -- Portfolios in personal and professional development / Erik Driessen and Jan van Tartwijk -- Self-regulated learning in medical education / Casey B. White, Larry D.Gruppen and Joseph C. Fantone -- Learning medicine from the humanities / J. Jill Gordon and H. Martyn Evans -- Patient involvement in medical education / John Spencer and Judy McKimm -- How to design a useful test: the principles of assessment / Lambert WT Schuwirth and Cees PM van der Vleuten -- Written assessment / Brian Jolly -- Workplace assessment / John J Norcini -- Structured assessments of clinical competence / Katharine A. M. Boursicot, Trudie E Roberts and William P Burdick -- Standard setting methods in medical education / Andr F. De Champlain -- Formative assessment / Diana F Wood -- Thinking about research: theoretical perspectives, ethics and scholarship / Jan Illing -- Quantitative research methods in medical education / Geoff Norman and Kevin W Eva -- Qualitative research in medical education: methodologies and methods / Lorelei Lingard, Tara J. Kennedy and Stella Ng -- Programme evaluation: improving practice, influencing policy and decision-making / Chris Lovato and David Wall -- Selection into medical education and training / Fiona Patterson , Eammon Ferguson and Alec Knight -- Career progression and support / Caroline Elton and Nicole J. Borges -- Managing remediation / Deborah Cohen, Melody Rhydderch and Ian Cooper -- Dealing with diversity / Anthony Americano and Dinesh Bhugra -- Developing medical educators: a journey, not a destination / Yvonne Steinart -- Educational leadership / Judy McKimm and Tim Swanwick.
  • 2010From: ProQuest Ebook Central
    edited by Tim Swanwick.
    Understanding Medical Education originated as a series of monographs in September 2006, the brainchild of Association of Medical Education's then Chief Executive, Frank Smith. The series was designed to meet the needs of all newcomers to medical education. Contributors have included experts from all walks of medical education from across the world. These monographs which have now been collected into a single core textbook, provide a comprehensive guide to the theoretical and academic bases to modern medical education practice--from notes provided by publisher.
  • 2006From: Springer
    edited by Mordechai Feingold and Victor Navarro-Brotons.
    "Mathematics for astronomy" at universities in Copernicus' time / Grazina Rosińska -- The University of Salamanca and the renaissance of astronomy during the second half of the 15th century / José Chabás -- Medical science and medical teachings at the University of Salamanca in the 15th century / Luis García Ballester -- The faculty of medicine of Valencia / José M. López Piñero -- The cultivation of astronomy in Spanish universities in the latter half of the 16th century / Victor Navarro-Brotons -- The Sphere of Jacques du Chevreul: astronomy at the University of Paris in the 1620s / Roger Ariew -- Lectures and practices: the variety of mathematical and mechanical teaching at the University of Uppsala in the 17th century / Maija Kallinen -- Mathematical research in Italian universities in the modern era / Maria Teresa Borgato -- Universities, academies, and sciences in the modern age / Luigi Pepe -- Natural philosophy and mathematics in Portuguese universities, 1550-1650 / Luís Miguel Carolino & Henrique Leitão -- Venetian policy toward the University of Padua and scientific progress during the 18th century / Piero del Negro -- Candide in Caledonia: the culture of science in the Scottish universities, 1690-1805 / Paul Wood -- The sciences at the University of Rome in the 18th century / Ugo Baldini -- Enlightenment and renovation in the Spanish university / José Luis Peset -- Spanish chemistry textbooks during late 18th century / Antonio García Belmar and José Ramón Bertomeu Sánchez -- Botany in University studies in the late 18th century : the case of Valencia University / Cristina Sendra-Mocholí -- Scientific education and the crisis of the university in 18th century Barcelona / Agustí Nieto-Galan & Antoni Roca-Rosell -- The theories of Copernicus and Newton in the Viceroyship of Nueva Granada and the Audiencia de Caracas during the 18th century / Luis Carlos Arboleda Aparicio & Diana Soto Arango.
  • 2014From: ClinicalKey
    Theodore X. O'Connell.
    "An easy-to-read review perfect for busy students ... Review material quickly and easily thanks to bulleted lists, algorithms, illustrations, and a new 4-color section featuring key pathologic and clinical images ... Benefit from thorough revisions that ensure high-yield focus and most current overview of board-tested content."--Provided by publisher.

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Derived from Current Medical Diagnosis & Treatment, AccessMedicine's Quick Medical Diagnosis & Treatment provides topic reviews with key diagnostic and treatment features for more than 500 diseases.

A repository of medical knowledge from internal medicine, cardiology, genetics, pharmacy, diagnosis and management, basic sciences, patient care, and more.

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MicroMedex: Premier pharmaceutical information source containing multiple databases and drug reference tools. Of particular value is DRUGDEX Evaluations, one of the most comprehensive drug sources available.DynaMed Plus is a clinical information resource used to answer questions quickly at the point-of-care. Easy-to-interpret Levels of Evidence help clinicians rapidly determine the quality of the available evidence.

Biomedical and pharmacological abstracting and indexing database of published literature, by Elsevier. Embase® contains over 32 million records from over 8,500 currently published journals (1947-present) and is noteworthy for its extensive coverage of the international pharmaceutical and alternative/complementary medicine literature.

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A collection of biomedical books that can be searched directly by concept, and linked to terms in PubMed abstracts.

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Large number of high quality software and database programming titles from O'Reilly. Other software titles are also available from Sams and Prentice Hall. Limited to 7 concurrent users.Vast collection of software and database programming titles from multiple publishers, including Microsoft Press.Largest provider of engineering-related eBooks; includes titles in computer science and biomedical engineering.Over 4,000 full-text e-books covering scientific and technical information from CRC Press and others. Many handbooks and single volume reference sources.Includes peer-reviewed life science and biomedical research protocols compiled from Methods in Molecular Biology, Methods in Molecular Medicine, Methods in Biotechnology, Methods in Pharmacology and Toxicology, Neuromethods, the Biomethods Handbook, the Proteomics Handbook, and Springer Laboratory Manuals.Contains full text access to selected biomedical and nursing books.

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