Medical Education: Barefoot Doctors, Health Care, Health Education, Nursing Education, Pharmacy Education

2017 ◽  
pp. 437-473
Author(s):  
Franklin Parker ◽  
Betty June Parker
Keyword(s):  
Health Care ◽  
Medical Education ◽  
Nursing Education ◽  
Health Education ◽  
Pharmacy Education ◽  
Care Health ◽  
Education Nursing

scholarly journals HISTORY OF THE DEVELOPMENT OF NURSING EDUCATION IN UKRAINE OF THE XX ‒ EARLY XXI CENTURY (HISTORIOGRAPHICAL REVIEW)

2021 ◽  
pp. 6-17
Author(s):  
Iryna Radziievska ◽  
Halyna Stepanova
Keyword(s):  
Health Care ◽  
Medical Education ◽  
Nursing Education ◽  
Health Care Reform ◽  
Professional Training ◽  
Theory And Practice ◽  
Medical Professionals ◽  
Practical Training ◽  
History Of ◽  
Education Nursing

Medical and, in particular, nursing education is an important part of health care reform. The ability of a health worker to take an active part in the implementation of reforms (both as a leader and as an executor) implies continuous professional development, improvement of specialist competencies, starting from the first steps in professional education and ending with postgraduate education throughout the professional period. In this context, the study of the experience of training medical professionals, in particular, junior and middle level, in the past becomes extremely relevant, because it is obvious that to create a new one is possible only on the basis of historical experience.Unfortunately, during the former Soviet Union and the first years of Ukraine's independence, scientists did not have enough opportunities to conduct unbiased research on the history of medical education in the Soviet and post-Soviet periods based on modern methodological bases.The authors reviewed the literature on the development of nursing education in Ukraine in the 20th ‒ early 21st century. The scientific works of this period present a rich factual material that allows us to consider them an important contribution to the history of medical education in Ukraine.The authors note that independent research on the theory and practice of nursing education in the Soviet period was not carried out, so of great value in studying the principles of theoretical and practical training of nurses is the publication of certain aspects of training in specialized professional periodicals.During the years of “perestroika” and the first years of independence, a number of publications were published on generalizing foreign experience on this topic and substantiating proposals to improve the training of nurses, midwives, paramedics, pharmacists and other professionals in the field.The works of Ukrainian medical educators, who have enriched the historical and pedagogical field with new knowledge on the theoretical and professional training of future medical professionals, identified new areas of education and health care reform processes are of particular importance.At the same time, the authors conclude that scientific research reveals primarily various aspects of professional training of future medical professionals with higher education, and there is almost no research on the training of “mid-level” specialists, including nurses. Keywords: medical education, nursing education, nursing, paramedical staff, medical workers, health care system, medical science, professional training, historiography.

scholarly journals A competency-based approach to professional training of prospective nurses in the context of rehabilitation care reforms in Ukraine

2021 ◽  
pp. 166-175
Author(s):  
Natalia Rudakova ◽  
Keyword(s):  
Higher Education ◽  
Health Care ◽  
Medical Education ◽  
Nursing Education ◽  
Professional Training ◽  
Medical Profession ◽  
Rational Approach ◽  
High Tech ◽  
Education Development ◽  
Rehabilitation Care

In present conditions of turbulent development of scientific and technological progress, reforms of Ukrainian educational system and integration into European educational space, high quality training and professional orientation of medical workers, especially nurses, is highly needed. The baccalaureate nurse should obtain a high level of knowledge and competence in all areas of their work. This is primarily due to the involvement of baccalaureate nurses in extraordinarily complex medical procedures, usage of high-tech equipment in specialized institutions, and independent decision-making related to the implementation of palliative care in health care institutions. Because of these changes, nursing should become an independent medical profession, and one of the prerequisites for this is the modernization and improvement of nursing training programs at the level of a higher education (bachelor and master levels). The article analyzes the research on the development of medical education in the context of reforming the medical field in times of global crisis. The author presents a retrospective analysis of nursing education development in Ukraine in the middle of the 20th –the first half of the 21st century; a parallel is drawn with the existing state qualification requirements and areas of professional training for nurses of different levels of education. The author of the article indicates the necessity of a rational approach to the training of prospective nurses and substantiates the directions of nursing education development in the context of modern health care reform by the Ministry of Health of Ukraine. It is argued the importance of developing not only hard skills, but also soft skills of prospective medical workers, especially within the framework of a narrow specialization during the period of study in higher education institutions. Keywords: medical education, rehabilitation support, nursing, competence, educational reforms.

scholarly journals Alemtuzumab in Multiple Sclerosis: Lessons from Social Media in Enhancing Patient Care

2017 ◽  
Vol 19 (6) ◽  
pp. 323-328
Author(s):  
Louise Rath ◽  
Nirosen Vijiaratnam ◽  
Olga Skibina
Keyword(s):  
Multiple Sclerosis ◽  
Health Care ◽  
Medical Education ◽  
Nursing Education ◽  
Nurse Practitioner ◽  
Continuing Nursing Education ◽  
Post Test ◽  
Travel Grant ◽  
Financial Relationships ◽  
Media Group

CME/CNE Information Activity Available Online: To access the article, post-test, and evaluation online, go to http://www.cmscscholar.org. Target Audience: The target audience for this activity is physicians, physician assistants, nursing professionals, and other health-care providers involved in the management of patients with multiple sclerosis (MS). Learning Objectives: Accreditation Statement: This activity has been planned and implemented in accordance with the accreditation requirements and policies of the Accreditation Council for Continuing Medical Education (ACCME) through the joint providership of the Consortium of Multiple Sclerosis Centers (CMSC), Nurse Practitioner Alternatives (NPA), and Delaware Media Group. The CMSC is accredited by the ACCME to provide continuing medical education for physicians. The CMSC designates this journal-based CME activity for a maximum of 1.0 AMA PRA Category 1 Credit(s)™. Physicians should claim only the credit commensurate with the extent of their participation in the activity. Nurse Practitioner Alternatives (NPA) is accredited as a provider of continuing nursing education by the American Nurses Credentialing Center's Commission on Accreditation. NPA designates this enduring material for 1.0 Continuing Nursing Education credit (1.0 in the area of pharmacology). Laurie Scudder, DNP, NP, has served as Nurse Planner and reviewer for this activity. She has disclosed no relevant financial relationships. Disclosures: Editor in Chief of the International Journal of MS Care (IJMSC), has served as Physician Planner for this activity. He has received royalties from Springer Publishing, received intellectual property rights/patent holder from Biogen, and has performed contracted research for Biogen.Francois Bethoux, MD, has served as Nurse Planner and reviewer for this activity. She has disclosed no relevant financial relationships.Laurie Scudder, DNP, NP, has received a travel grant from Genzyme.Louise Rath, MA (Bioethics), Grad Dip Crit Care, BA, RN, , has disclosed no relevant financial relationships.Nirosen Vijiaratnam, MBBS, BMedSci , has served on a speakers' bureau for and received a travel grant from Genzyme.Olga Skibina, MD, FRACP The anonymous peer reviewers for the IJMSC have disclosed no relevant financial relationships. The staff at the IJMSC, CMSC, NPA, and Delaware Media Group who are in a position to influence content have disclosed no relevant financial relationships. Note: Disclosures listed for authors are those applicable at the time of their work on this project and within 12 months previously. Financial relationships for some authors may have changed in the interval between the time of their work on this project and publication of the article and/or the authors may list other older disclosures at the end of the article. Method of Participation: Release Date: December 1, 2017 Valid for Credit Through: December 1, 2018 In order to receive CME/CNE credit, participants must: Statements of Credit are awarded upon successful completion of the post-test with a passing score of >70% and the evaluation. There is no fee to participate in this activity. Disclosure of Unlabeled Use: This CME/CNE activity may contain discussion of published and/or investigational uses of agents that are not approved by the FDA. CMSC, NPA, and Delaware Media Group do not recommend the use of any agent outside of the labeled indications. The opinions expressed in the educational activity are those of the faculty and do not necessarily represent the views of CMSC, NPA, or Delaware Media Group. Disclaimer: Participants have an implied responsibility to use the newly acquired information to enhance patient outcomes and their own professional development. The information presented in this activity is not meant to serve as a guideline for patient management. Any medications, diagnostic procedures, or treatments discussed in this publication should not be used by clinicians or other health-care professionals without first evaluating their patients' conditions, considering possible contraindications or risks, reviewing any applicable manufacturer's product information, and comparing any therapeutic approach with the recommendations of other authorities.

scholarly journals The current status of transgender health education in doctor of pharmacy curricula in North America

2017 ◽  
Vol 7 (4) ◽  
pp. 168-171 ◽  
Author(s):  
G. Lucy Wilkening
Keyword(s):  
Health Care ◽  
North America ◽  
Health Education ◽  
Health Care Disparities ◽  
Pharmacy Education ◽  
Current Status ◽  
Transgender Health ◽  
Mesh Terms ◽  
Transgender Persons ◽  
Doctor Of Pharmacy

Abstract Doctor of pharmacy programs across the country strive to prepare culturally competent pharmacy professionals who are trained to provide compassionate and evidence-based care to a variety of patients. Within the Accreditation Council for Pharmacy Education 2016 Standards and Key Elements for the Doctor of Pharmacy Degree, pharmacy schools are charged with the task of developing professionals who can identify and diminish health care disparities. Transgender persons represent one of the most underrepresented and underserved communities within the modern health care system, yet very little information is available for training future pharmacists to care for the transgender community. A literature search using the MeSH terms transgender persons or trans-sexualism and pharmacy education was conducted, and it revealed 1 article published by Parkhill and colleagues in the American Journal of Pharmacy Education. A Google® search of the phrase “transgender education in pharmacy school” was conducted and produced 1 additional published article as well as an online transgender education program launched in November 2016. The following commentary outlines the current literature and practices that involve integration of transgender health education into pharmacy schools in North America and a discussion on areas for future study.

scholarly journals Effect of Cognitive Demand on Functional Mobility in Ambulatory Individuals with Multiple Sclerosis

2017 ◽  
Vol 19 (4) ◽  
pp. 217-224 ◽  
Author(s):  
Marcia Aparecida Ciol ◽  
Patricia Noritake Matsuda ◽  
Seema Rani Khurana ◽  
Melissa Jaclyn Cline ◽  
Jacob Jonathan Sosnoff ◽  
...  
Keyword(s):  
Multiple Sclerosis ◽  
Health Care ◽  
Medical Education ◽  
Nursing Education ◽  
Nurse Practitioner ◽  
Research Support ◽  
Continuing Nursing Education ◽  
Post Test ◽  
Financial Relationships ◽  
Media Group

CME/CNE Information Activity Available Online: To access the article, post-test, and evaluation online, go to http://www.cmscscholar.org. Target Audience: The target audience for this activity is physicians, physician assistants, nursing professionals, and other health-care providers involved in the management of patients with multiple sclerosis (MS). Learning Objectives: Accreditation Statement: This activity has been planned and implemented in accordance with the accreditation requirements and policies of the Accreditation Council for Continuing Medical Education (ACCME) through the joint providership of the Consortium of Multiple Sclerosis Centers (CMSC), Nurse Practitioner Alternatives (NPA), and Delaware Media Group. The CMSC is accredited by the ACCME to provide continuing medical education for physicians. The CMSC designates this journal-based CME activity for a maximum of 1.0 AMA PRA Category 1 Credit(s)™. Physicians should claim only the credit commensurate with the extent of their participation in the activity. Nurse Practitioner Alternatives (NPA) is accredited as a provider of continuing nursing education by the American Nurses Credentialing Center's Commission on Accreditation. NPA designates this enduring material for 1.0 Continuing Nursing Education credit (none in the area of pharmacology). Laurie Scudder, DNP, NP, has served as Nurse Planner for this activity. She has disclosed no relevant financial relationships. Disclosures: Editor in Chief of the International Journal of MS Care (IJMSC), has served as Physician Planner for this activity. He has received consulting fees from Acorda Therapeutics and Atlas5D and has received research support from Acorda Therapeutics and Atlas5D.Francois Bethoux, MD, has served as Nurse Planner for this activity. She has disclosed no relevant financial relationships.Laurie Scudder, DNP, NP, has disclosed no relevant financial relationships.Marcia Aparecida Ciol, PhD, has disclosed no relevant financial relationships.Patricia Noritake Matsuda, PT, PhD, DPT, has received consulting fees from Mallinckrodt and has received research support from Mallinckrodt and Medtronics.Seema Rani Khurana, DO, has disclosed no relevant financial relationships.Melissa Jaclyn Cline, MD, has received research support from MC10, Inc, and Perimobile, Inc, and has an ownership interest in Intelliwheels, Inc.Jacob Jonathan Sosnoff, PhD, is a member of the Axon Council, Acorda Pharmaceuticals.George Howard Kraft, MD, MS, The anonymous peer reviewer for the IJMSC has disclosed no relevant financial relationships. The staff at the IJMSC, CMSC, NPA, and Delaware Media Group who are in a position to influence content have disclosed no relevant financial relationships. Method of Participation: Release Date: August 1, 2017 Valid for Credit Through: August 1, 2018 In order to receive CME/CNE credit, participants must: Statements of Credit are awarded upon successful completion of the post-test with a passing score of >70% and the evaluation. There is no fee to participate in this activity. Disclosure of Unlabeled Use: This CME/CNE activity may contain discussion of published and/or investigational uses of agents that are not approved by the FDA. CMSC, NPA, and Delaware Media Group do not recommend the use of any agent outside of the labeled indications. The opinions expressed in the educational activity are those of the faculty and do not necessarily represent the views of CMSC, NPA, or Delaware Media Group. Disclaimer: Participants have an implied responsibility to use the newly acquired information to enhance patient outcomes and their own professional development. The information presented in this activity is not meant to serve as a guideline for patient management. Any medications, diagnostic procedures, or treatments discussed in this publication should not be used by clinicians or other health-care professionals without first evaluating their patients' conditions, considering possible contraindications or risks, reviewing any applicable manufacturer's product information, and comparing any therapeutic approach with the recommendations of other authorities.

scholarly journals Perceptions of Digital Health Education Among European Medical Students: Mixed Methods Survey (Preprint)

2020 ◽  
Author(s):  
Felix Machleid ◽  
Robert Kaczmarczyk ◽  
Doreen Johann ◽  
Justinas Balčiūnas ◽  
Beatriz Atienza-Carbonell ◽  
...  
Keyword(s):  
Health Care ◽  
Medical Education ◽  
Mixed Methods ◽  
Health Literacy ◽  
Medical Students ◽  
Health Education ◽  
Digital Health ◽  
Digital Transformation ◽  
Medical Studies ◽  
Health Technologies

BACKGROUND Digital health technologies hold promise to enhance patient-related outcomes, to support health care staff by reducing their workload, and to improve the coordination of care. As key users of digital health technologies, health care workers are crucial to enable a meaningful digital transformation of health care. Digital health literacy and digital skills should become prerequisite competencies for health professionals to facilitate the implementation and leverage the potential of digital technologies to improve health. OBJECTIVE We aimed to assess European medical students’ perceived knowledge and opinions toward digital health, the status of digital health implementation in medical education, and the students’ most pressing needs. METHODS The explanatory design of our mixed methods study was based on an online, anonymous, self-administered survey targeted toward European medical students. A linear regression analysis was used to identify the influence of the year of medical studies on the responses. Additional analysis was performed by grouping the responses by the self-evaluated frequency of eHealth technology use. Written responses to four qualitative questions in the survey were analyzed using an inductive approach. RESULTS The survey received a total of 451 responses from 39 European countries, and there were respondents for every year of medical studies. The majority of respondents saw advantages in the use of digital health. While 40.6% (183/451) felt prepared to work in a digitized health care system, more than half (240/451, 53.2%) evaluated their eHealth skills as poor or very poor. Medical students considered lack of education to be the reason for this, with 84.9% (383/451) agreeing or strongly agreeing that more digital health education should be implemented in the medical curriculum. Students demanded introductory and specific eHealth courses covering data management, ethical aspects, legal frameworks, research and entrepreneurial opportunities, role in public health and health systems, communication skills, and practical training. The emphasis lay on tailoring learning to future job requirements and interprofessional education. CONCLUSIONS This study shows a lack of digital health-related formats in medical education and a perceived lack of digital health literacy among European medical students. Our findings indicate a gap between the willingness of medical students to take an active role by becoming key players in the digital transformation of health care and the education that they receive through their faculties.

The First Annual National Vietnam Medical Education Conference “Preparing the 21st Century Physician”

MedPharmRes ◽  
2018 ◽  
Vol 2 (1) ◽  
pp. 1-2
Author(s):  
Tuan Tran ◽  
Keyword(s):  
Health Care ◽  
Medical Education ◽  
Health Education ◽  
Education Reform ◽  
21St Century ◽  
Education System ◽  
Communicable Diseases ◽  
Ho Chi Minh City ◽  
Challenges And Opportunities ◽  
Education Conference

President of University of Medicine and Pharmacy at Ho Chi Minh City, Department of Pediatrics - UMP We are delighted to introduce the Special Issue for the medical education derived from the 1st National Vietnam Medical Education Conference: “Preparing the 21st Century Physician”. The First Annual National Vietnam Medical Education Conference was held on 2-3 December, 2017, by the Vietnam Ministry of Health, University of Medicine and Pharmacy in Ho Chi Minh City, and the Improving Access, Curriculum and Teaching in Medical Education and Emerging Diseases (IMPACT-MED) Alliance, which is supported by United States Agency for International Development (USAID) and implemented by Partnership for Health Advancement Vietnam, a collaboration between Harvard Medical School, the Brigham & Women’s Hospital and the Beth Israel Deaconess Medical Center. It has attracted approximately 300 leaders in the medical education, faculties and students from Vietnam and around the world. This conference comes at an exciting time in the socio-economic development of Vietnam. The Vietnamese health sector has made enormous strides in the control of communicable diseases, increasing the life expectancy and increasing access to the health care for its population over the past 40 years since the reunification of the country. In July 2017, Vietnam became a middle-income country, and with this new status comes new health challenges, which if not addressed, will impede the continued development of the country. Non-communicable diseases, a rapidly aging population, emerge threats of pandemics, environmental pollution, and climate change are all at our doorstep. Additionally, an increasingly connected society that demands a high-quality healthcare, the government’s plan for Universal Health Care, and the desire for regional and an international integration all represent the challenges and opportunities that we must tackle. Addressing these challenges and opportunities starts with transforming the health workforce. There is an urgent need to update the country’s system of health education including university curricula and transforming approaches to teaching and learning to train health professionals who can adapt and react to the health challenges and realize the opportunities that are presented. A comprehensive curriculum reform is difficult. However, we can build upon the experience of previous, smaller-scale reform projects, and capitalize on the investments and support from the highest level of government to transform our health education system. We have built strong partnerships among the network of universities and colleges in Vietnam to support each other, and we also have support from international partners. Education reform is a necessity for Vietnam. The conversations and discussions that we have at this inaugural conference will pave the way towards the transformation of our health education system. The conference aims to provide a forum for sharing innovations and advances in the medical education, stimulate discussions among medical education leaders, inspire further innovations, and foster a community of medical educators invested in advancing medical education research and quality improvement. This entire volume is devoted to select the manuscripts, which was generated from the conference. We hope that it will be productive, and you will be inspired, energized and motivated to continue the efforts towards health education reform for your university/college, and for the country of Vietnam.

scholarly journals Is Exercise Training Beneficial in Progressive Multiple Sclerosis?

2017 ◽  
Vol 19 (2) ◽  
pp. 105-112 ◽  
Author(s):  
Lara A. Pilutti ◽  
Thomas A. Edwards
Keyword(s):  
Multiple Sclerosis ◽  
Health Care ◽  
Medical Education ◽  
Nursing Education ◽  
Nurse Practitioner ◽  
Continuing Medical Education ◽  
Continuing Nursing Education ◽  
Post Test ◽  
Financial Relationships ◽  
Media Group

CME/CNE Information Activity Available Online: To access the article, post-test, and evaluation online, go to http://www.cmscscholar.org. Target Audience: The target audience for this activity is physicians, physician assistants, nursing professionals, and other health-care providers involved in the management of patients with multiple sclerosis (MS). Learning Objectives: Accreditation Statement: This activity has been planned and implemented in accordance with the accreditation requirements and policies of the Accreditation Council for Continuing Medical Education (ACCME) through the joint providership of the Consortium of Multiple Sclerosis Centers (CMSC), Nurse Practitioner Alternatives (NPA), and Delaware Media Group. The CMSC is accredited by the ACCME to provide continuing medical education for physicians. The CMSC designates this journal-based CME activity for a maximum of .75 AMA PRA Category 1 Credit(s)™. Physicians should claim only the credit commensurate with the extent of their participation in the activity. Nurse Practitioner Alternatives (NPA) is accredited as a provider of continuing nursing education by the American Nurses Credentialing Center's Commission on Accreditation. NPA designates this enduring material for .75 Continuing Nursing Education credit (none in the area of pharmacology). Laurie Scudder, DNP, NP, has served as Nurse Planner for this activity. She has disclosed no relevant financial relationships. Disclosures: Editor in Chief of the International Journal of MS Care (IJMSC), has served as Physician Planner for this activity. He has received royalties from Springer Publishing; has received consulting fees from Ipsen, Merz, FLEX Pharma, and Acorda Therapeutics; and has performed contracted research for Acorda Therapeutics, Biogen, and Atlas5D.Francois Bethoux, MD, has served as Nurse Planner for this activity. She has disclosed no relevant financial relationships.Laurie Scudder, DNP, NP, has disclosed no relevant financial relationships.Lara Pilutti, PhD, has disclosed no relevant financial relationships.Thomas Edwards, BKin, One anonymous peer reviewer for the IJMSC has served on a speakers' bureau for Acorda Therapeutics. The other reviewer has disclosed no relevant financial relationships. The staff at the IJMSC, CMSC, NPA, and Delaware Media Group who are in a position to influence content have disclosed no relevant financial relationships. Method of Participation: Release Date: April 1, 2017 Valid for Credit Through: April 1, 2018 In order to receive CME/CNE credit, participants must: Statements of Credit are awarded upon successful completion of the post-test with a passing score of >70% and the evaluation. There is no fee to participate in this activity. Disclosure of Unlabeled Use: This CME/CNE activity may contain discussion of published and/or investigational uses of agents that are not approved by the FDA. CMSC, NPA, and Delaware Media Group do not recommend the use of any agent outside of the labeled indications. The opinions expressed in the educational activity are those of the faculty and do not necessarily represent the views of CMSC, NPA, or Delaware Media Group. Disclaimer: Participants have an implied responsibility to use the newly acquired information to enhance patient outcomes and their own professional development. The information presented in this activity is not meant to serve as a guideline for patient management. Any medications, diagnostic procedures, or treatments discussed in this publication should not be used by clinicians or other health-care professionals without first evaluating their patients' conditions, considering possible contraindications or risks, reviewing any applicable manufacturer's product information, and comparing any therapeutic approach with the recommendations of other authorities.

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