A Critical Look at Medical Education in the United States with Comments on the Role of the "Specialty Boards"

1957 ◽  
Vol 1 (1) ◽  
pp. 48-68 ◽  
Author(s):  
Russell Meyers
Keyword(s):  
United States ◽  
Medical Education ◽  
The United States

The Role of Humanities in Medical Education

2020 ◽  
pp. 148-155
Author(s):  
Arthur L. Frank
Keyword(s):  
United States ◽  
Medical Education ◽  
Patient Care ◽  
The United States ◽  
Physician Communication ◽  
Ethical Behaviors ◽  
The Subject ◽  
Improving Patient Care

This chapter considers the role and value of the study of the humanities in medical education. Most authors on this subject believe the study of the humanities results in a better physician. However, few papers document this almost universally accepted idea. This chapter cites the available literature on the subject and also considers how the study of the humanities has become more common in countries beyond the United States. The study of the humanities is thought to improve physician communication and to influence ethical behaviors, ultimately improving patient care.

Conclusion

2020 ◽  
pp. 199-214
Author(s):  
Kelly Underman
Keyword(s):  
United States ◽  
Medical Education ◽  
Patient Experience ◽  
Teaching And Learning ◽  
Expert Knowledge ◽  
Learning Experience ◽  
Medical Schools ◽  
The United States ◽  
Pelvic Exam

The conclusion looks at debates about the role of consent in teaching and learning the pelvic exam and what these indicate about affective governance in medical education and the making of physicians. The presence of the GTA program in most medical schools in the United States has meant an enthusiastic embracing of the “patient experience.” And yet, there is still a prioritization of the learning experience of the trainee at the expense of the patient when pelvic exams are performed on patients who are under anaesthesia. The chapter suggests that affective governance in medical education is about producing more efficient workers, and more compliant consumers. In short, it is no longer possible to set aside the important role that emotion and bodily capacities to move and be moved by play in the governance of conduct via expert knowledge.

Teaching and Training

2020 ◽  
pp. 116-140
Author(s):  
Jeff Levin
Keyword(s):  
United States ◽  
Medical Education ◽  
Graduate Medical Education ◽  
The United States ◽  
Academic Programs ◽  
Religion And Spirituality ◽  
George Washington ◽  
Graduate Medical ◽  
And Training

Chapter 6 features descriptions of the most established academic institutes, centers, and programs for medical education and research on religion, faith, and spirituality in healthcare and healing. Beginning with the first program, established at Baylor in Houston, in the 1950s, these efforts continue through the present day. Current academic programs are described at leading universities including Duke, Emory, Harvard, Chicago, George Washington, and elsewhere. The specialized emphases and ongoing contributions of these respective programs and their directors, including Harold Koenig, are described in depth. The chapter also relates the key role of Dave Larson and John Templeton in institutionalizing content on religion and spirituality within undergraduate and graduate medical education in the United States.

scholarly journals Finding the Evidence in CAM: a Student's Perspective

2005 ◽  
Vol 2 (3) ◽  
pp. 395-397 ◽  
Author(s):  
Jeffrey Ghassemi
Keyword(s):  
Public Health ◽  
United States ◽  
Health Care ◽  
Medical Education ◽  
Medical Practice ◽  
The United States ◽  
Future Health ◽  
Future Health Care ◽  
Medical Paradigm

This commentary offers a future health care provider's perspective on the role of complementary and alternative medicine (CAM) in Western (namely, in US) medical education and practice. As a student of both public health and medicine in the United States, Jeffrey Ghassemi is interested in CAM's contribution to improving medical practice and teaching. The commentary highlights the ambiguous definitions of CAM to Westerners despite the rising popularity of and expenditures for alternative modalities of care. It then argues for collaboration between alternative and established medical communities to ascertain the scientific merits of CAM. It concludes by calling for a new medical paradigm that embraces the philosophies of both communities to advance education and patient care.

scholarly journals Strategic Deployment of Cardiology Fellows in Training Using the Accreditation Council for Graduate Medical Education Coronavirus Disease 2019 Framework

2020 ◽  
Vol 9 (14) ◽  
Author(s):  
Michael J. Gallagher ◽  
Richard Bloomingdale ◽  
Aaron D. Berman ◽  
Brian D. Williamson ◽  
Simon R. Dixon ◽  
...  
Keyword(s):  
United States ◽  
Medical Education ◽  
Graduate Medical Education ◽  
The United States ◽  
Fellowship Training ◽  
Training And Education ◽  
Accreditation Council ◽  
Graduate Medical ◽  
Global Pandemic

Abstract Coronavirus disease 2019 is a global pandemic affecting >3 million people in >170 countries, resulting in >200 000 deaths; 35% to 40% of patients and deaths are in the United States. The coronavirus disease 2019 crisis is placing an enormous burden on health care in the United States, including residency and fellowship training programs. The balance between mitigation, training and education, and patient care is the ultimate determinant of the role of cardiology fellows in training during the coronavirus disease 2019 crisis. On March 24, 2020, the Accreditation Council for Graduate Medical Education issued a formal response to the pandemic crisis and described a framework for operation of graduate medical education programs. Guidance for deployment of cardiology fellows in training during the coronavirus disease 2019 crisis is based on the principles of a medical mission, and adherence to preparation, protection, and support of our fellows in training. The purpose of this review is to describe our departmental strategic deployment of cardiology fellows in training using the Accreditation Council for Graduate Medical Education framework for pandemic preparedness.

The Role of Gender and Sensation Seeking in Film Choice

2008 ◽  
Vol 20 (3) ◽  
pp. 97-105 ◽  
Author(s):  
Smita C. Banerjee ◽  
Kathryn Greene ◽  
Marina Krcmar ◽  
Zhanna Bagdasarov ◽  
Dovile Ruginyte
Keyword(s):  
United States ◽  
Undergraduate Students ◽  
Sensation Seeking ◽  
Negative Mood ◽  
Positive Mood ◽  
The United States ◽  
High Arousal ◽  
Subject Design ◽  
Happy Mood

This study demonstrates the significance of individual difference factors, particularly gender and sensation seeking, in predicting media choice (examined through hypothetical descriptions of films that participants anticipated they would view). This study used a 2 (Positive mood/negative mood) × 2 (High arousal/low arousal) within-subject design with 544 undergraduate students recruited from a large northeastern university in the United States. Results showed that happy films and high arousal films were preferred over sad films and low-arousal films, respectively. In terms of gender differences, female viewers reported a greater preference than male viewers for happy-mood films. Also, male viewers reported a greater preference for high-arousal films compared to female viewers, and female viewers reported a greater preference for low-arousal films compared to male viewers. Finally, high sensation seekers reported a preference for high-arousal films. Implications for research design and importance of exploring media characteristics are discussed.

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