Institutional subsidization of medical-school based continuing medical education

1986 ◽  
Vol 6 (1) ◽  
pp. 54-61
Author(s):  
R. van Harrison
Keyword(s):  
Medical Education ◽  
Medical School ◽  
Continuing Medical Education ◽  
School Based

Telemedicine activity at a Canadian university medical school and its teaching hospitals

2000 ◽  
Vol 6 (1) ◽  
pp. 31-35 ◽  
Author(s):  
L M Aires ◽  
J P Finley
Keyword(s):  
Medical Education ◽  
Patient Education ◽  
Medical School ◽  
Continuing Medical Education ◽  
Wide Area ◽  
Time Constraints ◽  
Teaching Hospitals ◽  
Medical Specialties ◽  
Grand Rounds ◽  
Maritime Region

Dalhousie University Medical School and its teaching hospitals have been providing clinical telemedicine services since 1987. The object of the present study was to assess the extent and growth of telemedicine at the medical school and teaching hospitals, as well as to evaluate the obstacles to its deployment. This was achieved by conducting structured personal interviews with telemedicine providers. Twenty telemedicine programmes were identified, of which 15 were operational and five were being planned. The number of established telemedicine projects had doubled in the six months preceding the study. A wide variety of telemedicine services were provided, ranging from clinical consultations in a number of medical specialties to patient education, grand rounds and continuing medical education. These services were provided to sites in a wide area in the Maritime region and internationally. The three most important obstacles to the implementation of telemedicine were a lack of knowledge about telemedicine (80% of respondents), time constraints (75%) and funding (70%).

scholarly journals Community hospital and medical school cooperation in continuing medical education

1995 ◽  
Vol 70 (2) ◽  
pp. 136-41
Author(s):  
S J Jay ◽  
L Casebeer ◽  
J R Woods ◽  
A W Nyhuis ◽  
J B OʼToole
Keyword(s):  
Medical Education ◽  
Medical School ◽  
Continuing Medical Education ◽  
Community Hospital

scholarly journals Medical Students' Corner: Lessons From COVID-19 in Equity, Adaptability, and Community for the Future of Medical Education

10.2196/23604 ◽  
2020 ◽  
Vol 6 (2) ◽  
pp. e23604
Author(s):  
Simran Mann ◽  
Shonnelly Novintan ◽  
Yasmin Hazemi-Jebelli ◽  
Daniel Faehndrich
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Medical School ◽  
School Community ◽  
Lessons Learned ◽  
School Based ◽  
The World ◽  
The Future ◽  
To Come ◽  
Remote Learning

As UK medical students, we recently completed 3 months of remote learning due to the COVID-19 pandemic, before taking online end-of-the-year exams. We are now entering our final year of medical school. Based on our experiences and our understanding of others’ experiences, we believe that three key lessons have been universal for medical students around the world. The lessons learned throughout this process address the need for a fair system for medical students, the importance of adaptability in all aspects of medical education, and the value of a strong medical school community. These lessons can be applied in the years to come to improve medical education as we know it.

Editorial PIR and CME

1979 ◽  
Vol 1 (2) ◽  
pp. 35-35
Author(s):  
R. J. H.
Keyword(s):  
Systematic Review ◽  
Medical Education ◽  
Medical School ◽  
Continuing Medical Education ◽  
Medical Schools ◽  
School Curriculum ◽  
Medical School Curriculum ◽  
Local Implementation ◽  
Medical Societies ◽  
Recent Advances

In using initials as the title of this editorial, I am not resorting to bureaucratic gobbledygook, but to shorthand. PIR is the name of this journal; CME, as everyone concerned with credits for relicensing knows, is Continuing Medical Education. We hope that readers will be familiar with each. CME is not new. In 1907, the AMA called on county medical societies to provide systematic review of medical school curriculum to be able, then, to acquaint practitioners with recent advances as being taught in medical schools. Today, the CME effort is much more extensive. But the principle of local implementation of national educational developments seems especially appropriate for the Academy's CME program, and especially for PIR.

Figure and ground in physician misdiagnosis: metacognition and diagnostic norms

Diagnosis ◽  
2014 ◽  
Vol 1 (1) ◽  
pp. 29-33 ◽  
Author(s):  
Robert M. Hamm
Keyword(s):  
Medical Education ◽  
Medical School ◽  
Continuing Medical Education ◽  
Diagnostic Errors ◽  
Partial Solution ◽  
Cognitive Errors ◽  
Heuristics And Biases ◽  
Basic Principles ◽  
Self Reflection ◽  
Cognitive Awareness

AbstractMeta-cognitive awareness, or self reflection informed by the “heuristics and biases” theory of how experts make cognitive errors, has been offered as a partial solution for diagnostic errors in medicine. I argue that this approach is not as easy nor as effective as one might hope. We should also promote mastery of the basic principles of diagnosis in medical school, continuing medical education, and routine reflection and review. While it may seem difficult to attend to both levels simultaneously, there is more to be gained from attending to both than from focusing only on one.

scholarly journals Medical Students' Corner: Lessons From COVID-19 in Equity, Adaptability, and Community for the Future of Medical Education (Preprint)

2020 ◽  
Author(s):  
Simran Mann ◽  
Shonnelly Novintan ◽  
Yasmin Hazemi-Jebelli ◽  
Daniel Faehndrich
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Medical School ◽  
School Community ◽  
Lessons Learned ◽  
School Based ◽  
The World ◽  
The Future ◽  
To Come ◽  
Remote Learning

UNSTRUCTURED As UK medical students, we recently completed 3 months of remote learning due to the COVID-19 pandemic, before taking online end-of-the-year exams. We are now entering our final year of medical school. Based on our experiences and our understanding of others’ experiences, we believe that three key lessons have been universal for medical students around the world. The lessons learned throughout this process address the need for a fair system for medical students, the importance of adaptability in all aspects of medical education, and the value of a strong medical school community. These lessons can be applied in the years to come to improve medical education as we know it.

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