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Every physician should be comfortable caring for cancer patients, yet medical education in oncology is known as inadequate. Our study explored this issue from an assessment perspective, by determining the representation of oncology and other health priorities in the clinical learning objectives for the Medical Council of Canada Qualifying Examination Part 1 (MCCQE Part 1). The Medical Council of Canada lists objectives for the MCCQE Part 1, based on CanMEDS roles for medical graduate competency. These objectives guide exam question development and can be used as a study guide for learners. Our study focused on the Medical Expert role and mapped the clinical objectives for oncologic, cardiovascular, cerebrovascular and chronic lower respiratory disease. The clinical objectives contained 190 topics under the Medical Expert role. Oncology content was found in 57 (30%), cardiovascular disease in 56 (29.5%), cerebrovascular disease in 21 (11%) and chronic lower respiratory disease in 7 (3.7%). In objectives with oncology content, gastrointestinal cancer (16, 28%), non-specific indicators of cancer (7, 12%) and genitourinary/musculoskeletal cancers (6, 10.5%) were most frequent. Content coding had inter-rater agreement greater than 99%, with kappas from 0.73 to 1.00. Oncology was highly represented in the clinical objectives listed for the MCCQE Part 1. With existing research showing limited oncology content on examinations and in medical curricula, our results were unexpected. This finding could signal the efficacy of initiatives seeking to improve oncology education and emphasizes the importance of continuing improvements in oncology education to meet patient and healthcare system needs.

Objectives: The purpose of this study was to explore consumers’ experiences before and during the COVID-19 outbreak to improve public health by providing effective consumer health information. Methods: Interviews were conducted with 20 health information consumers who were 18 or older until data saturation was reached. The selected participants were among users of the Korean National Health Insurance Service (NHIS). The data were collected before the COVID-19 outbreak (September 2014) and during the COVID-19 outbreak (October 2020) to describe experiences and changes before and during the pandemic. Data were analyzed according to the qualitative content analysis method. Results: As a result, 3 main domains and 10 subdomains were derived from classifications, changes, and challenges of online health information seekers. Conclusions: The findings of this study guide the understanding of health information seekers for the development of consumer-tailored health information systems.

By highlighting differences in the way forensic services are provided across Europe, Forensic Psychiatry and Psychology in Europe: A Cross-Border Study Guide, edited by Prof. Kris Goethals, takes a...

Rationale and Objectives The aim of this study was to prospectively examine the impact of a tablet-based curriculum on the radiology resident educational experience. Materials and Methods A comprehensive tablet-based curriculum was developed by creating subspecialty modules with appropriate content level for each required rotation at our diagnostic radiology residency program. Daily assignments included key learning points, readings, and reference presentation slides, covering all objectives published by the ABR Core Exam Study Guide. Residents were provided with iPad devices preconfigured with the curriculum and online access to most major radiology textbooks available in our institutional digital library. Assessment surveys were administered at baseline and 12 months following curriculum implementation. Results Twenty-two residents completed both surveys. In comparing the pre versus postsurvey results, 32% versus 73% residents agreed or strongly agreed that study resources were well-organized, 41% versus 91% agreed or strongly agreed that study resources were easily accessible, 27% versus 77% agreed or strongly agreed that the modules encouraged active learning, 18% versus 82% agreed or strongly agreed that resources motivate them to study daily, 36% versus 82% agreed or strongly agreed that the resources adequately prepared the resident for the radiology board exam, and 36% versus 82% agreed or strongly agreed that they were satisfied with the resources provided by the residency program ( p Conclusion Our study demonstrated the positive impact of implementing a complete tablet-based curriculum on radiology resident motivation, satisfaction, and engagement. Use of mobile tablet devices has the potential to dramatically transform content delivery in residency education.

Few resources are available in the medical literature for a comprehensive review of current health care economics as it relates to radiologists, specifically framed by topics defined by the Accreditation Council for Graduate Medical Education in the evaluation of neuroradiology fellows. Therefore, we present a comprehensive review article as a study guide for fellows to learn from and gain competence in the Accreditation Council for Graduate Medical Education neuroradiology milestones on health care economics.

The first in a three-volume set exploring Problems and Solutions in Medical Physics, this volume explores common questions and their solutions in Diagnostic Imaging. This invaluable study guide should be used in conjunction with other key textbooks in the field to provide additional learning opportunities. It contains key imaging modalities, exploring X-ray, mammography, and fluoroscopy, in addition to computed tomography, magnetic resonance imaging, and ultrasonography. Each chapter provides examples, notes, and references for further reading to enhance understanding. Features: Consolidates concepts and assists in the understanding and applications of theoretical concepts in medical physics Assists lecturers and instructors in setting assignments and tests Suitable as a revision tool for postgraduate students sitting medical physics, oncology, and radiology sciences examinations

Since 2009, the seminal text in emergency medical services (EMS) medicine has been used to guide the academic development of the new subspecialty but direct application of the material into EMS oversight has not been previously described. The EMS/Disaster Medicine fellowship program at our institution scheduled a monthly meeting to systematically review the text and develop a study guide to assist the fellow and affiliated faculty in preparation for the board examination. In addition to the summary of chapter content, the review included an assessment of areas from each chapter subject where our EMS system did not exhibit recommended characteristics. A matrix was developed in the form of a gap analysis to include specific recommendations based on each perceived gap. Initial review and completion dates for each identified gap enable tracking and a responsible party. This matrix assisted the fellow with development of projects for EMS system improvement in addition to focusing and prioritizing the work of other interested physicians working in the system. By discussing expert recommendations in the setting of an actual EMS system, the faculty can teach the fellow how to approach system improvements based on prior experiences and current stakeholders. This collaborative environment facilitates system-based practice and practice-based learning, aligning with ACGME core competencies. Our educational model has demonstrated the success of translating the text into action items for EMS systems. This model may be useful in other systems and could contribute to the development of EMS system standards nationwide.

It is a challenge to find a good time to teach a growing discipline like ophthalmology in a fully integrated system-based curriculum. We solved this problem in Faculty of Medicine, Albaha University (FMBU). We planned to teach ophthalmology in two phases. In Phase 1, we integrated related basic and clinical ophthalmologic objectives and contents in the related basic and clinical modules. In Phase 2, we teach the main ophthalmology objectives and modules in well-structured two-week module. In this article many questions related to the themes, objectives, contents, methods of instruction and assessment methods are discussed. Students are helped with module study guide that contain all module details. Feedback is obtained from both faculty and students for reasons of evaluation and future reforms. Evaluation had pointed to some weak components like module structure according to the desired outcome from the view of the academic staff. Assessment methods were the least satisfying to the students. The most important point in evaluation of this module is the results of the progress test. This showed dramatic improvement as compared with other KSA medical schools who participated in progress test after implementation.

BACKGROUND Certification in Infection Control (CIC) is the gold standard for infection prevention professional designation. Evidence suggests patient outcomes are improved when infection prevention programs are led by certified Infection Preventionists (IPs) yet according to the 2017 Association for Professionals in Infection Control and Epidemiology (APIC) Mega survey only 43% of eligible IPs are certified nationally. Historically, public health experts were not encouraged to achieve CIC. Public health professionals work with IPs to conduct healthcare associated infection (HAI) surveillance and assist with ?outbreak investigations. We describe the utility of a complimentary CIC webinar-based study group for IPs and public health. METHODS From July 2016-September 2018 the State Health Department (SHD) partnered with the local APIC chapter to host a weekly one-hour webinar-based CIC study group. The APIC 6th Edition CIC study guide was utilized as the primary resource for the course. Sessions were designed to cover the eight exam domains (e.g. surveillance and epidemiologic investigations). Each week, 25 questions were reviewed with answer rationale. The 11-week course was offered 9?times. The chat box and an interactive polling system were utilized for audience engagement. Resources were shared between participants via a shared drive. RESULTS Over the study period, course registration increased by 12-times, from 17 to 199. Weekly attendance averaged 24 (range 9, 68). Participants from 14 states included representatives from hospitals (113), PH (63), long-term care (5), outpatient (12), Indian Health Services (2) Quality/Research (3) and Behavioral Health (1). Fifty-nine (30%) of registrants have achieved CIC. The majority of these were from hospitals (61%) and public health (34 %). CONCLUSIONS The CIC study group is a model for APIC chapters and public health departments to support professional development of their members and provide a platform for IPs and public health professionals to achieve CIC designation.

Objectives: to describe a bench model (workshop of abilities) for sinus floor elevation (SFE) training that simulates the surgical environment and to assess its effectiveness in terms of trainees’ perception. Study design: thirty-six randomly selected postgraduate students entered this cross-sectional pilot study and asked to fill in an anonymous, self-applied, 12-item questionnaire about a SFE workshop that included a study guide containing the workshop’s details, supervised practice on a simulated surgical environment, and assessment by means of specific check-lists. Results: Thirtiy-six fresh sheep heads were prepared to allow access to the buccal vestible. Using the facial tuber, third premolar and a 3D-CT study as landmarks for trepanation, the sinus membrane was lifted, the space filled with ceramic material and closed with a resorbable membrane. The participants agreed on their ability to perform SFE in a simulated situation (median score= 4.5; range 2-5) and felt capable to teach the technique to other clinicians or to undertake the procedure for a patient under supervision of an expert surgeon (median= 4; range 1-5 ). There were no differences on their perceived ability to undertake the technique on a model or on a real patient under supervision of an expert surgeon (p=0.36). Conclusions: Clinical abilities workshops for SFE teaching are an essential educational tool but supervised clinical practice should always precede autonomous SFE on real patients. Simulation procedures (workshop of abilities) are perceived by the partakers as useful for the surgical practice. However, more studies are needed to validate the procedure and to address cognitive and communication skills, that are clearly integral parts of surgical performance. Key words:Sinus-floor elevation, animal model, dental education, dental implants, teaching, simulation.

Objective This self-directed learning module highlights rehabilitation strategies in poststroke rehabilitation. It is part of the study guide on stroke and neurodegenerative disorders in the Self-Directed Physiatric Education Program for practitioners and trainees in physical medicine and rehabilitation. Using a case vignette format, this article specifically focuses on typical clinical presentations, recovery patterns, and traditional and innovative therapeutic interventions in poststroke rehabilitation such as constraint-induced movement therapy, treadmill training, functional electrical stimulation, robot-aided therapy, virtual reality treatment, cortical stimulation, speech therapy for aphasia, and orthotic management. The goal of this article is to influence the learner's knowledge on the delivery of poststroke rehabilitation treatment.

Objective This self-directed learning module highlights upper limb sports and performing arts injuries. It is part of the study guide on sports and performing arts medicine in the Self-Directed Physiatric Education Program for practitioners and trainees in physical medicine and rehabilitation. Using a case vignette format, this article specifically focuses on shoulder, elbow and finger pain in athletes and wrist pain in musicians. The goal of this article is to enhance the learner's understanding on how to approach common upper limb pain conditions and injuries in these populations.

Objective This self-directed learning module highlights tendinopathy associated with sports and performing arts. It is part of the study guide on sports and performing arts medicine in the Self-Directed Physiatric Education Program for practitioners and trainees in physical medicine and rehabilitation. Using a case vignette format, this article specifically focuses on the etiology, pathophysiology, clinical presentation, diagnostic imaging, and management recommendations for tendinopathy. The goal of this article is to allow the learner to better describe the pathophysiology and diagnostic imaging characteristics of tendinopathy, and to formulate an appropriate nonsurgical management algorithm for tendinopathies.

This is a cardiothoracic curriculum document for radiology residents meant to serve not only as a study guide for radiology residents but also as a teaching and curriculum reference for radiology educators and radiology residency program directors. This document represents a revision of a cardiothoracic radiology resident curriculum that was published 10 years ago in Academic Radiology. The sections that have been significantly revised, expanded, or added are (1) lung cancer screening, (2) lung cancer genomic profiling, (3) lung adenocarcinoma revised nomenclature, (4) lung biopsy technique, (5) nonvascular thoracic magnetic resonance, (6) updates to the idiopathic interstitial pneumonias, (7) cardiac computed tomography updates, (8) cardiac magnetic resonance updates, and (9) new and emerging techniques in cardiothoracic imaging. This curriculum was written and endorsed by the Education Committee of the Society of Thoracic Radiology. This curriculum operates in conjunction with the Accreditation Council for Graduate Medical Education (ACGME) milestones project that serves as a framework for semiannual evaluation of resident physicians as they progress through their training in an ACGME-accredited residency or fellowship programs. This cardiothoracic curriculum document is meant to serve not only as a more detailed guide for radiology trainees, educators, and program directors but also complementary to and guided by the ACGME milestones.

Last minute review tables designed for a quick review before the exam; it helps the learner self-test their ability to the correct or most likely diagnosis and patient management in a very short time. Pediatric board study guide will offer further clarifications and additional information related to the topics on the last minute review section.

Background: Problem based learning (PBL) is used increasingly in undergraduate medical education, but there are few postgraduate medical studies. Aim: To compare SHO learning outcomes for a PBL course with a traditional didactic course. Methods: As part of their protected teaching programme, 14 senior house officers (SHOs) were taught about paediatric dermatology using a traditional didactic course. Six months later, the new SHOs received a PBL course including small group teaching and a study guide. Both the traditional and the PBL group were assessed using multiple choice questions (MCQs), an objective structured clinical examination (OSCE), and pre- and post-course self-assessment sheets. SHOs completed course evaluation sheets. Results: There was no significant difference in learning outcome between the traditional and PBL courses as assessed by the MCQs, OSCE, and self-assessment sheets. The PBL course was well appreciated by SHOs who liked variety in the teaching programme. Conclusions: The PBL and traditional course had equivalent learning outcomes. PBL adds variety to junior doctor protected teaching programmes and can be a useful tool for doctors working shift patterns.

Lin JL, Armour D. Selected medical management of the older rehabilitative patient. Arch Phys Med Rehabil 2004;85(Suppl 3):S76-82. This self-directed learning module highlights present practices of geriatric medicine that are commonly seen in an inpatient rehabilitation setting. It is a part of the study guide on geriatric rehabilitation in the Self-Directed Physiatric Education Program for practitioners and trainees in physical medicine and rehabilitation. In particular, attention is given to update physiatrists in the geriatric medical advances in pharmacotherapeutic considerations, the management of hypertension, diabetes mellitus, urinary tract infections, and sleep disorders. Overall article objective To update the common present-day medical practices for older persons seen in a rehabilitation setting.

Worsowicz GM, Stewart DG, Phillips EM, Cifu DX. Geriatric rehabilitation. 1. Social and economic implications of aging. Arch Phys Med Rehabil 2004;85(Suppl 3):S3–6. This self-directed learning module highlights the social and economic implications of aging. It is part of the study guide on geriatric rehabilitation in the Self-Directed Physiatric Education Program for practitioners and trainees in physical medicine and rehabilitation and geriatric medicine. This article specifically focuses on the epidemiology of aging, the economics of aging, informal and formal social support systems, ageism and societal issues, and care and treatment settings. Overall article objective To summarize the social and economic implications of aging in the context of physical medicine and rehabilitation.

This focused review highlights the role of spirituality in rehabilitation. It is part of the study guide on geriatric rehabilitation in the Self-Directed Physiatric Education Program for practitioners and trainees in physical medicine and rehabilitation. This article specifically focuses on spirituality, rehabilitation, aging, and research. OVERALL LEARNING OBJECTIVE: To identify the current state of knowledge regarding the relationships among rehabilitation, spirituality, and aging.

Phillips EM, Schneider JC, Mercer GR. Motivating elders to initiate exercise. Arch Phys Med Rehabil 2004;85(Suppl 3):S52–7. This article addresses the motivation of elders to initiate exercise. It is part of the study guide on geriatric rehabilitation in the Self-Directed Physiatric Education Program for practitioners and trainees in physical medicine and rehabilitation and geriatric medicine. This article specifically focuses on the health benefits of exercise, describes a theoretical model for assessing and improving an individual's motivation to pursue exercise, details the particular challenges elders face in initiating and adhering to an exercise program, and outlines professional interventions to address these obstacles. Overall article objective To explore the particular challenges elders face in motivation to exercise and to develop a systematic approach for counseling elders toward greater activity.

Toledo SD, Akuthota V, Drake DF, Nadler SF, Chou LH. Sports and performing arts medicine. 6. Issues relating to dancers. 2004;85(3 Suppl 1):S75–8. This self-directed study module highlights biomechanics unique to dance that predispose to common injuries of the lower extremity and discusses preventative strategies. It is part of the study guide on sports and performing arts medicine in the Self-Directed Physiatric Education Program for practitioners and trainees in physical medicine and rehabilitation. Overall article objective To summarize lower-limb and back injuries commonly seen in dancers.

Nadler SF, Chou LH, Toledo SD, Akuthota V, Drake DF. Sports and performing arts medicine. 1. General considerations for sports and performing arts medicine. 2004;85(3 Suppl 1):S48–51. This self-directed learning module highlights general considerations in sports and performing arts medicine. It is part of the study guide on sports and performing arts medicine in the Self-Directed Physiatric Education Program for practitioners and trainees in physical medicine and rehabilitation. Overall article objective: To discuss similarities and differences of injuries sustained in sports and performing arts using case vignettes.

Akuthota V, Chou LH, Drake DF, Nadler SF, Toledo SD. Sports and performing arts medicine. 2. Shoulder and elbow overuse injuries in sports. 2004;85(3 Suppl 1):S52–8. This self-directed learning module discusses classic topics and highlights new advances in this area. This article discusses upper-limb sports injuries as part of a section of the study guide on sports and performing arts medicine in the Self-Directed Physiatric Education Program for practitioners and trainees in physical medicine and rehabilitation. This article uses case vignettes as a vehicle to elaborate on shoulder and elbow pain in the athlete. Overall article objective: To discuss shoulder and elbow overuse injuries in sports.

S.G. Johnson, M.B. Farrell, A.M. Alessi, and M.C. Hyun Reston, VA: Society of Nuclear Medicine and Molecular Imaging, 2015, 210 pages, $199 This second edition of Nuclear Cardiology Technology Study Guide offers a complete study of nuclear cardiology from basic cardiac anatomy to advanced

Lacerte M, Shah RV. Interventions in chronic pain management. 1. Pain concepts, assessment, and medicolegal issues. Arch Phys Med Rehabil 2003;84 Suppl 1:S35-8. This self-directed learning module highlights the concepts of pain and suffering, and chronic pain management from basic science and medicolegal perspectives. It is part of the study guide on chronic pain management in the Self-Directed Physiatric Education Program for practitioners and trainees in physical medicine and rehabilitation. This article specifically focuses on explaining the concepts of pain and suffering as an expert witness, the causes and mechanisms of pain, and qualifying as an expert witness. The article also discusses chronic pain management. Overall Article Objective: To summarize the concepts of pain and suffering in a medicolegal context.

Nuclear Cardiology Study Guide , Nuclear Cardiology Study Guide , کتابخانه دیجیتال جندی شاپور اهواز

Albert S. Woo, ed. Plastic Surgery Case Review: Oral Board Study Guide . New York, NY: Thieme, 2014. ISBN-10: 1604068205, ISBN-13: 978-1604068207, $89.99. ![Graphic][1] Plastic Surgery Case Review: Oral Board Study Guide (edited by Albert Woo, MD) is exactly what the title suggests, a short study guide outlining 50 cases which could be encountered for the plastic surgery oral boards. Each case begins with a classic board-style photo, followed by a one- to two-page description of key points for the work-up, treatment, possible complications, and critical errors. The authors of each chapter (primarily residents, fellows, and faculty at Washington University in St. Louis) developed this book based on the “mock oral” resident examinations from their institution, primarily as a resource for those preparing for the exam. The book's chapters are written concisely, mostly in a bullet-point format and with critical points emphasized in bolded font. The format is clear and easy to follow, with good … Corresponding Author: Dr Angela Cheng, 1365 Clifton Road, Atlanta, GA 30322. E-mail: angela.cheng2{at}emory.edu [1]: /embed/inline-graphic-1.gif

Gregory E. Lakin, ed. Plastic Surgery Review: A Study Guide for the In-Service, Written Board, and Maintenance of Certification Exams . Paperback: 235 pages. Publisher: Thieme (December 30, 2014). Language: English; ISBN-10: 1604068361, ISBN-13: 978-1604068368; Price: $69.99. ![Graphic][1] As its title clearly states, this text is intended to be a succinct review of testable content for the plastic surgery In-Service, Written Board, and Maintenance of Certification examinations. It is intended for surgical residents, freshly trained plastic surgeons preparing for their written board examinations, and those approaching a 10-year maintenance of certification examination interval. The content is subdivided into 4 sections based on the In-Service examination: (1) Comprehensive Plastic Surgery, (2) Craniomaxillofacial, (3) Breast and Cosmetic Surgery, and (4) Hand and Lower Extremity Surgery. Altogether, there are 50 chapters to cover the breadth of plastic surgery in a “point form” manner. Each chapter is reviewed by an expert in the field to confirm that it is up-to-date and accurate. Pertinent references included at the end of each chapter permit further in-depth review as required. This text delivers on its goal of providing “high-yield” content in a simultaneously concise and comprehensive manner. The author list is impressive and diverse with “giants” in their respective … Corresponding Author: Dr Terence M. Myckatyn, Washington University School of Medicine, 1040 N. Mason, Suite 124, Saint Louis, MO 63141, USA. E-mail: myckatyn{at}wudosis.wustl.edu [1]: /embed/inline-graphic-1.gif

This resource is a study guide for students to learn gross anatomy through medical imaging outside of the classroom setting. It explains key images included in the image file and walks learners through serial imaging, highlighting spatial relationships between structures and the physiological consequences of their locations. Questions throughout the study guide check knowledge and push students to think at a higher level than merely recalling structure names. A simple interface of serial images for scrolling is included in the image file. However, learners are encouraged to use their preferred digital radiology atlas to take advantage of the more complex features that such atlases usually provide. Strongly positive student feedback has been provided anecdotally every year since this resource was first implemented in 2008. Formal evaluation of the 2008 version demonstrated statistically and practically significant higher radiology and gross anatomy exam scores when students utilized the study guide.

Radiation oncology study guide / , Radiation oncology study guide / , کتابخانه دیجیتال جندی شاپور اهواز