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Tag : needs assessment

ABSTRACT: Medical student perspectives of what makes a high-quality teaching practice

Abstract Primary care has seen increasing involvement in undergraduate medical education following recommendation from the GMC in Tomorrow's Doctors. This is also influenced by an increasing number of medical students and changing patterns of health care. The variety of practices involved in delivering undergraduate primary care placements poses a challenge for
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ABSTRACT: Do residents need end-of-life care training?

Abstract Objective: As medical education evolves, emphasis on chronic care management within the medical curriculum becomes essential. Because of the consistent lack of appropriate end-of-life care training, far too many patients die without the benefits of hospice care. This study explores the association between physician knowledge, training status, and level of
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ABSTRACT: The current and future state of pharmacogenomics medical education in the USA.

Abstract Healthcare professionals (e.g., physicians, physician assistants, pharmacists, nurses and genetic counselors) believe pharmacogenomics (PGx) is essential to personalized medicine; however, they still lack confidence prescribing, dosing, interacting with other healthcare professionals and counseling patients with regard to PGx. This is due to the inadequate incorporation of PGx content into professional
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ABSTRACT: Teams under pressure in the emergency department: an interview study

Abstract OBJECTIVE:To identify key stressors for emergency department (ED) staff, investigate positive and negative behaviours associated with working under pressure and consider interventions that may improve how the ED team functions.METHODS:This was a qualitative study involving semistructured interviews. Data were collected from staff working in the ED of a London teaching
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ABSTRACT: Acute pain in undergraduate medical education: an unfinished chapter!

Abstract Inadequately treated acute pain is a global healthcare problem that causes significant patient suffering and disability, risk of chronicity, increased resource utilization, and escalating healthcare costs. Compounding the problem is the lack of adequate instruction in acute pain management available in medical schools worldwide. Incorporating acute pain diagnosis and management
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ABSTRACT: Acute pain in undergraduate medical education: an unfinished chapter!

Abstract Inadequately treated acute pain is a global healthcare problem that causes significant patient suffering and disability, risk of chronicity, increased resource utilization, and escalating healthcare costs. Compounding the problem is the lack of adequate instruction in acute pain management available in medical schools worldwide. Incorporating acute pain diagnosis and management
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ABSTRACT: A reflective practice intervention for professional development, reduced stress and improved patient care-A qualitative developmental evaluation

AbstractOBJECTIVE:Professional capabilities, such as empathy and patient-centeredness, decline during medical education. Reflective practice is advocated for teaching these capabilities. The Clinical Reflection Training (CRT) is a reflective practice intervention using the professional dilemmas faced by medical students during clinical practice. The aim of this study was to evaluate students' perceptions
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MANUSCRIPT: Diagnosis and Management of Lung Cancer, 3rd edition

Diagnosis and Management of Lung Cancer, 3rd edition: American College of Chest Physicians Evidence-Based Clinical Practice Guidelines includes: More than 275 recommendations for the diagnosis, treatment, and management of patients with lung cancer, covering the full spectrum of care from initial evaluation to palliative and end-of-life care. Additional recommendations for screening, chemoprevention,
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ABSTRACT: Improving child and adolescent psychiatry education for medical students: an inter-organizational collaborative action plan.

Abstract OBJECTIVE: A new Child and Adolescent Psychiatry in Medical Education (CAPME) Task Force, sponsored by the Association for Directors of Medical Student Education in Psychiatry (ADMSEP), has created an inter-organizational partnership between child and adolescent psychiatry (CAP) educators and medical student educators in psychiatry. This paper outlines the task force design
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ABSTRACT: A qualitative study on trainees’ and supervisors’ perceptions of assessment for learning in postgraduate medical education.

Abstract Introduction: Recent changes in postgraduate medical training curricula usually encompass a shift towards more formative assessment, or assessment for learning. However, though theoretically well suited to postgraduate training, evidence is emerging that engaging in formative assessment in daily clinical practice is complex. Aim: We aimed to explore trainees' and supervisors'
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