DeBakey, Michael E. (7 Sept. 1908–11 July 2008), cardiovascular surgeon and medical educator

Author(s):  
Heidi Morefield
PEDIATRICS ◽  
1968 ◽  
Vol 42 (3) ◽  
pp. 546-547
Author(s):  
Alfred Yankauer

Tonsils and adenoids, like the weather, provide such an inexhaustible fund of discussion that one wonders if they were not invented by doctors for this purpose. Dr. Haggerty's recent discussion in Pediatrics1 and his references to Dr. Albert D. Kaiser impel me to correct a statement which is historically incorrect and to draw attention to the achievements of a rather remarkable pediatrician. My information is based upon conversations with Dr. Kaiser in 1950-1952 when he had become Commissioner of Health in the city of Rochester, the culmination of a long and successful career as pediatric practitioner, medical educator, and researcher.


2018 ◽  
Vol 52 (11) ◽  
pp. 1211-1211
Author(s):  
Justin D Triemstra
Keyword(s):  

2018 ◽  
Vol 23 (suppl_1) ◽  
pp. e55-e56
Author(s):  
Jessica Teicher ◽  
Natalie Weiser ◽  
Danielle Arje ◽  
Julia Orkin

Abstract BACKGROUND Children with medical complexity (CMC) represent a growing population in the paediatric healthcare system. CMCs’ multiple health needs, illness severity, and fragility lead to a high degree of caregiver burnout, parental employment loss, and other social and financial consequences. Healthcare providers must consider a holistic view of the family, including consideration of social determinants of health [SDOH]: socio-economic status, employment, quality of housing, availability of social support, and access to healthcare services. This study addresses a gap in current research by exploring how caring for a CMC exacerbates social inequalities, and how these challenges may be mitigated. OBJECTIVES 1. What are the SDOH impacting CMC and their families? 2. How do families report the impact of their child’s medical complexity on their social circumstances? DESIGN/METHODS A qualitative description approach was used to enable rich data collection through semi-structured interviews until thematic saturation was reached. Nine interviews were conducted with CMC caregivers who were chosen by purposeful sampling. The interview guide was developed by expert consultation and iteratively refined. Ethics approval and written consent were obtained. Interviews were recorded and transcribed verbatim. Three team members independently coded the interviews for recurrent themes to inform qualitative content analysis. RESULTS Caregiving for a CMC is all-consuming, requiring parents to take on roles including planner, medical professional, medical educator, and advocate. Parents of CMC report three major areas negatively impacted by caregiving: 1) physical and mental health; 2) personal relationships; and 3) finances. Additionally, three themes emerged describing enablers for resiliency: 1) the CMC’s health status when well or stable in hospital; 2) acceptance of one’s limitations as a caregiver and of the family’s ‘new normal’; and 3) broad supports including medical, personal, financial, and educational. CONCLUSION The wellbeing of CMC families is impacted by medical and social factors. An interdisciplinary model of care may offset some of the caregiver’s advocacy and medical educator responsibilities. Paediatricians can support families of CMC by providing comprehensive care for all components of the child’s health status, and by including routine assessment of the family’s SDOH. Finally, explicit discussion about parental expectations and caregiver burnout helps foster a positive therapeutic relationship with the family.


2018 ◽  
Vol 46 (4) ◽  
pp. 491-516
Author(s):  
John Tredinnick-Rowe

This essay sets out to explain how educational semiotics as a discipline can be used to reform medical education and assessment. This is in response to an ongoing paradigm shift in medical education and assessment that seeks to integrate more qualitative, ethical and professional aspects of medicine into curricula, and develop ways to assess them. This paper suggests that a method to drive this paradigm change might be found in the Peircean idea of suprasubjectivity. This semiotic concept is rooted in the scholastic philosophy of John of St Thomas, but has been reintroduced to modern semiotics through the works of John Deely, Alin Olteanu and, most notably, Charles Sanders Peirce. I approach this task as both a medical educator and a semiotician. In this paper, I provide background information about medical education, paradigm shifts, and the concept of suprasubjectivity in relation to modern educational semiotic literature. I conclude by giving examples of what a suprasubjective approach to medical education and assessment might look like. I do this by drawing an equivalence between the notion of threshold concepts and suprasubjectivity, demonstrating the similarities between their positions. Fundamentally, medical education suffers from tensions of teaching trainee doctors the correct balance of biological science and situational ethics/ judgement. In the transcendence of mind-dependent and mind-independent being the scholastic philosophy of John of St Thomas may be exactly the solution medicine needs to overcome this dichotomy.


Author(s):  
Jacqueline Messias dos Santos ◽  
Gildenir Carolino Santos

O livro escrito por Markus K. Heinemann, Phd e especialista em cirurgia vascular, torácica e cardíaca, pela Universitatsmedizin Mains, na Alemanha, tem por objetivo apontar os erros mais comuns ao se escrever um artigo médico. Na sua experiência como editor-chefe da revista científica The Thoracic and Cardiovascular Surgeon, entrou em contato com diversos tipos de artigos com erros recorrentes e, a partir daí, surgiu a ideia para um guia passo a passo de como evitá-los, levando em consideração todos os pormenores que a escrita científica e acadêmica exige. Levando em consideração que, muitas vezes, a linguagem de um artigo científico é extremamente complexa e por vezes inacessível, o autor propõe escrever algo simples que seja de fácil acesso e entendimento para o leitor de modo que o leitor também possa escrever artigos médicos com linguagem clara e acessível. As falhas dos artigos, segundo o autor, são de ordens editoriais e repetidas cotidianamente, nesse sentido o manual contribui significativamente para o entendimento de todo o processo de elaboração de um artigo médico, desde a escrita à publicação.


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