ライフサイエンスコーパス: medical education

1 on, augmenting clinical learning in graduate medical education.

2 " approach is taking the center stage within medical education.

3 the optimal design and delivery of graduate medical education.

4 ed by the Accreditation Council for Graduate Medical Education.

5 Accreditation Council for Graduate Medical Education.

6 their contribution to the social mission of medical education.

7 adopted as a training and assessment tool in medical education.

8 rserved and suboptimal primary care graduate medical education.

9 ers toward changes in critical care graduate medical education.

10 hod, and the autopsy's role in undergraduate medical education.

11 chool accredited by the Liaison Committee on Medical Education.

12 defining the role of simulation training in medical education.

13 methods for all levels of clinical staff and medical education.

14 ource as potential teachers at all stages of medical education.

15 , reviewing, and appraising interventions in medical education.

16 It may also be used for medical education.

17 ed by the Accreditation Council for Graduate Medical Education.

18 uld revolutionize the conduct of research in medical education.

19 at the more established European centers of medical education.

20 rough the Accreditation Council for Graduate Medical Education.

21 iew board of the Netherlands Association for Medical Education.

22 ly separate product promotion from impartial medical education.

23 esidents by the American Council of Graduate Medical Education.

24 chools accredited by the Liason Committee on Medical Education.

25 ment-for-performance initiatives in graduate medical education.

26 nation score, class rank, and prior graduate medical education.

27 learning experiences across the continuum of medical education.

28 em of the Accreditation Council for Graduate Medical Education.

29 t selection should be a focus for continuing medical education.

30 All 18 offered continuing medical education: 14 offered live and 17 offered online

31 y in US society is indispensable for quality medical education; (2) increasing the diversity of the p

32 udy shows that, in the context of continuing medical education, a spaced education Internet dermoscop

33 d and modified version of a Best Evidence in Medical Education abstraction form and a Cochrane data c

34 Medicine, Accreditation Council for Graduate Medical Education, Accreditation Council for Continuing

35 ectors of Accreditation Council for Graduate Medical Education-accredited fellowship programs.

36 = 67) of Accreditation Council for Graduate Medical Education-accredited pediatric critical care med

37 ellows in Accreditation Council for Graduate Medical Education-accredited positions responded.

38 ical care Accreditation Council for Graduate Medical Education-accredited programs, we hypothesized t

39 pulmonary Accreditation Council for Graduate Medical Education-accredited subspecialty critical care

40 ectors of Accreditation Council for Graduate Medical Education-accredited subspecialty programs in cr

41 mployed by Accreditation Council on Graduate Medical Education-accredited training programs from 2004

42 ed by the Accreditation Council for Graduate Medical Education (ACGME) and implemented on July 1, 200

43 es of the Accreditation Council for Graduate Medical Education (ACGME) and the American Board of Medi

44 able, the Accreditation Council for Graduate Medical Education (ACGME) case logs.

45 esting the Accreditation Council of Graduate Medical Education (ACGME) core competencies of patient c

46 the 2011 Accreditation Council for Graduate Medical Education (ACGME) duty hour reforms have not bee

47 the 2011 Accreditation Council for Graduate Medical Education (ACGME) duty hour regulations.

48 o current Accreditation Council for Graduate Medical Education (ACGME) duty-hour policies (standard-p

49 The Accreditation Council for Graduate Medical Education (ACGME) established required minimum c

50 ed by the Accreditation Council for Graduate Medical Education (ACGME) for internal medicine (IM) phy

51 2003, the Accreditation Council for Graduate Medical Education (ACGME) implemented a single duty-hour

52 The Accreditation Council for Graduate Medical Education (ACGME) implemented duty hour regulati

53 ed by the Accreditation Council for Graduate Medical Education (ACGME) in July 2011, or to a group wi

54 The Accreditation Council for Graduate Medical Education (ACGME) introduced duty-hour standards

55 hough the Accreditation Council for Graduate Medical Education (ACGME) limits the work hours of resid

56 2003, the Accreditation Council for Graduate Medical Education (ACGME) mandated 80-hour resident duty

57 The Accreditation Council for Graduate Medical Education (ACGME) mandated new work hours rules

58 2010, the Accreditation Council for Graduate Medical Education (ACGME) proposed increased regulation

59 New Accreditation Council for Graduate Medical Education (ACGME) requirements on resident duty

60 2011, the Accreditation Council for Graduate Medical Education (ACGME) restricted resident duty hour

61 from the Accreditation Council for Graduate Medical Education (ACGME) to emphasize competence in our

62 following Accreditation Council for Graduate Medical Education (ACGME) work-hour restrictions.

63 study are Accreditation Council for Graduate Medical Education (ACGME)-approved US general surgery re

64 gery program, and 18 (21.2%) exited graduate medical education altogether.

65 ills...should become a standard component of medical education and ... available for all ICU caregive

66 with the Accreditation Council for Graduate Medical Education and American Board of Surgery, establi

67 propose a link between primary care graduate medical education and care for the underserved in commun

68 and nursing training programs for continuing medical education and competency training purposes.

69 o offer insights into the history of women's medical education and experience in building careers as

70 t about the current quality of undergraduate medical education and its effect on students' well-being

71 ed by the Accreditation Council for Graduate Medical Education and other specialty organizations was

72 ource may stand in the way of routine use in medical education and practice.

73 mary sources in collaboration with the ACP's Medical Education and Publishing division and with assis

74 n the Clinic in collaboration with the ACP's Medical Education and Publishing divisions and with the

75 mary sources in collaboration with the ACP's Medical Education and Publishing divisions and with the

76 can serve as a tool for enhanced continuing medical education and quality improvement initiatives.

77 ontext of important professional activities (medical education and quality improvement) that may gene

78 of promotional intent, including continuing medical education and research, were extensively used to

79 elopment would improve pediatric healthcare, medical education and training in the newly defined fiel

80 urgery to the forefront of discussions about medical education and training.

81 imulations and other virtual environments in medical education and training.

82 d skills not typically acquired during their medical education and training.

83 ted with professional meetings or continuing medical education, and more than one quarter (28%) recei

84 cation, Accreditation Council for Continuing Medical Education, and other primary and specialty organ

85 mprove referral for RA, clinical guidelines, medical education, and quality improvement efforts shoul

86 ces to improve the efficiency and quality of medical education, and ultimately to improve the patient

87 e implications of potential understaffing on medical education; and 8) in academic medical ICUs, ther

88 e implications of potential understaffing on medical education; and 8) in academic medical ICUs, ther

89 inly from the 2001-2002 Liaison Committee on Medical Education Annual Medical School Questionnaire, w

90 ere is an Accreditation Council for Graduate Medical Education-approved pathway for training in endov

91 ted States Accreditation Council on Graduate Medical Education-approved residency and fellowship trai

92 The goal of this continuing medical education article (part 1) is to describe the ma

93 This continuing medical education article provides an overview of availa

94 This is Part 2 of a two-part continuing medical education article, which will review the potenti

95 ed by the Accreditation Council for Graduate Medical Education as well as combined specialty programs

96 ains and acceptability of online material in medical education as well as specific models that can be

97 ponsors programs for graduate and continuing medical education, as well as major events of medical pr

98 Research Foundation Investigator Awards and Medical Education Award; Boston Children's Hospital Facu

99 nd by playing a more central role in general medical education, biomedical research, and noninvasive

100 ed by the Accreditation Council for Graduate Medical Education but are administered at the discretion

101 utcomes; however, they may negatively affect medical education by removing trainees from clinical dec

102 using the Accreditation Council for Graduate Medical Education case logs for academic years 1993-1994

103 Review of Accreditation Council for Graduate Medical Education case logs from 1989-1990 through 2011-

104 te year 1 Accreditation Council for Graduate Medical Education case logs from the intern class (N = 5

105 Matching Program, and the national Graduate Medical Education census, were used to review temporal t

106 een physicians and industry are prevalent in medical education, clinical practice, and research, as w

107 o document the number of hours of continuing medical education (CME) and minimum case loads required

108 ians in Rochester, New York, in a continuing medical education (CME) course in 2007-2008.

109 Continuing Medical Education (CME) in the area of nutrition is ther

110 determine whether state-mandated continuing medical education (CME) requirements affect the use of e

111 New models of continuing medical education (CME) seek not only to impart knowledg

112 acted studies using a modified Best Evidence Medical Education coding form to inform judgment of key

113 d request, four members of the Undergraduate Medical Education Committee (UGMEC) reviewed 1,200 pool

114 professional development opportunities, join medical education communities of practice, seek educatio

115 l in a new Accreditation Council of Graduate Medical Education competency (such as systems-based prac

116 The Accreditation Council for Graduate Medical Education core competencies stress nontechnical

117 ing the 6 Accreditation Council for Graduate Medical Education core competencies, were measured on 3-

118 different Accreditation Council for Graduate Medical Education core competencies.

119 nclinical Accreditation Council for Graduate Medical Education core competencies.

120 s been hampered by infrequency of continuing medical education courses, loss of excitement for a dise

121 Their conferences, continuing medical education courses, practice guidelines, definiti

122 provides a national consensus undergraduate medical education critical care content outline.

123 earch is to develop a national undergraduate medical education critical care content outline.

124 the development of a national undergraduate medical education critical care curriculum.

125 ed three groups as follows: 1) undergraduate medical education critical care educators, 2) residency

126 of the proposed changes to increase graduate medical education currently under consideration will be

127 based on Accreditation Council for Graduate Medical Education defined categories.

128 In 2006-2007, medical education department or center participation, re

129 e assessments; funding; and participation of medical education departments and centers.

130 ons and to identify whether participation of medical education departments or centers is associated w

131 r 2010 and September 2013, in the continuing medical education dermoscopy program of the Claude Berna

132 measured prior to internship (female sex, US medical education, difficult early family environment, h

133 However, medical education does not provide explicit training in

134 n about patient workload, other hospital and medical education duties, and perceptions of the workpla

135 Accreditation Council for Graduate Medical Education duty hour rules are generally being fo

136 h the new Accreditation Council for Graduate Medical Education duty-hour standards will compel workfl

137 2002, the Accreditation Council on Graduate Medical Education enacted regulations, effective 1 July

138 2003, the Accreditation Council for Graduate Medical Education enacted resident work hour restriction

139 sultants meetings, and accredited continuing medical education events organized by third-party vendor

140 ugh there are cogent arguments that indirect medical education expenses have decreased over the past

141 is also a reasonable expectation that direct medical education expenses, such as those related to res

142 ntent experts, three resident educators, one medical education expert, zero community intensivists).

143 l ventilation, frontline resident educators, medical education experts, and community intensivists we

144 A objectives more user friendly for graduate medical education faculty, they must be translated into

145 recommendations of the Liaison Committee on Medical Education for accreditation.

146 vels of postgraduate training and continuing medical education for all providers of clinical critical

147 ed and evaluated a curriculum for continuing medical education for pediatrician about food allergy.

148 ements of Accreditation Council for Graduate Medical Education for resident supervision.

149 ty guidelines and is the topic of continuing medical education for various medical disciplines.

150 ons, and the potential decreases in graduate medical education funding suggest that there may be an i

151 ll gifts, pharmaceutical samples, continuing medical education, funds for physician travel, speakers

152 pleted >=5 years of general surgery graduate medical education (GME) and became board-certified surge

153 The National Graduate Medical Education (GME) Census, jointly administered by

154 ssociation's national collection of graduate medical education (GME) data has evolved in its scope an

155 Graduate medical education (GME) determines the size and characte

156 of Physicians examine the state of graduate medical education (GME) financing in the United States a

157 federal budget deficit, funding for graduate medical education (GME) has come under scrutiny, particu

158 ysicians, attending physicians, and graduate medical education (GME) institutions share a collective

159 oth the physician workforce and the graduate medical education (GME) population of the United States.

160 teristics of physicians training in graduate medical education (GME) portends the size and compositio

161 ty to train in, physicians entering graduate medical education (GME) training provide advance informa

162 the financial support of Medicare graduation medical education (GME), training of physician scientist

163 s crisis exposed vulnerabilities in graduate medical education (GME).

164 hough the Accreditation Council for Graduate Medical Education has defined 6 core competencies requir

165 The Accreditation Council for Graduate Medical Education has mandated new requirements for work

166 The Accreditation Council for Graduate Medical Education has proposed a schema for organizing r

167 gy of the Accreditation Council for Graduate Medical Education has recently established guidelines pe

168 Undergraduate medical education has undergone significant changes in d

169 Providers of graduate and continuing medical education have a duty to present objective and b

170 studies of e-learning and online continuing medical education having an impact on clinical decision

171 Integrating HIV and STI training into medical education in China could be an effective strateg

172 Undergraduate medical education in critical care would be advanced by

173 ietnamese surgeon Ton That Tung received his medical education in French colonial Indochina at the fl

174 the realm of higher education in general and medical education in particular, and proposes the applic

175 spanic native US citizen IMGs received their medical education in Spanish vs less than 3% of non-Hisp

176 s provide guidance for efforts to strengthen medical education in sub-Saharan Africa.

177 llenges, innovations, and emerging trends in medical education in the region.

178 a gradual erosion of the role of ophthalmic medical education in the standard medical school curricu

179 ration (> or =24 hours) remain a hallmark of medical education in the United States.

180 Recent efforts to improve medical education include adopting a new framework based

181 Suggested priorities for undergraduate medical education include redesigning curricular experie

182 Postgraduate medical education included the Albert Einstein College o

183 eless, gaps still exist within undergraduate medical education, including a lack of integration of to

184 8,851 dialysis patients participating in the Medical Education Institute (MEI) KDQOL Complete program

185 equate numbers of A/I specialists focused on medical education, institutions will find it difficult t

186 me in methods used to evaluate undergraduate medical education interventions and to identify whether

187 number of published studies of undergraduate medical education interventions demonstrating methodolog

188 ealth care professionals: finding reports of medical education interventions, assessing quality of st

189 valuated the common assumption that graduate medical education is associated with increased resource

190 The landscape of medical education is changing as students embrace the ac

191 hich most health care, medical research, and medical education is configured.

192 alism as a critical measure of competence in medical education is limited.

193 Prioritization of evidence-based medical education is necessary given widespread internet

194 The scope of this problem in undergraduate medical education is not well-defined.

195 Medical education is undergoing tremendous change.

196 Although there are opportunities for medical education, issues of deployment must still be ad

197 To identify best practices for undergraduate medical education learning environment interventions tha

198 We evaluated the effect of the postgraduate medical education level (PGY) of surgery residents on re

199 utes of Health (NIH) and changes in graduate medical education make the training of the next generati

200 lt of the Accreditation Council for Graduate Medical Education mandates.

201 l residency training and targeted continuing medical education may help reduce the number of work-ups

202 , and the Accreditation Council for Graduate Medical Education Milestones help define competent train

203 or revalidation and changes in undergraduate medical education much work has been done on devising va

204 benefits of implementing these systems into medical education, much more investigation is needed.

205 Medical education needs to provide doctors with the conc

206 stems of care and population health, neither medical education nor the practice environment has foste

207 eb 2.0 technologies to maximize postgraduate medical education of housestaff.

208 More attention should be paid to the general medical education of psychiatrists.

209 ed by the Accreditation Council for Graduate Medical Education of the American Medical Association to

210 e countries of origin, based on countries of medical education, of international medical graduates pr

211 etes and diabetic retinopathy and continuous medical education on diabetes management can improve dia

212 describe the impact of the globalization of medical education on surgical care in Peru from the pers

213 sidency and fellowship than in undergraduate medical education, one must consider their contributions

214 DESIGN, SETTING, AND PARTICIPANTS: Deans of medical education (or equivalent) at 176 allopathic or o

215 Medical education organizations have called for LGBT-sen

216 The Accreditation Council for Graduate Medical Education Outcome Project provided additional in

217 sorship to students, faculty, and continuing medical education participants and should adopt explicit

218 e price-standardized to account for graduate medical education payments, disproportionate share costs

219 ectively), but this was only due to indirect medical education payments.

220 articularly those monies labeled as indirect medical education payments; these are intended to cover

221 ed by the Accreditation Council for Graduate Medical Education, pose safety hazards for interns.

222 Although they play an important role in medical education, printed textbooks often cannot meet t

223 h participation can be incorporated into the medical education process.

224 ly medicine residency and through continuing medical education programming.

225 attitudes toward global health are affecting medical education programs at all levels in the USA and

226 General surgery is unique among graduate medical education programs because a large percentage of

227 residents (n = 22,444) entering US graduate medical education programs for the first time is also th

228 tion of the ACGME duty hour limits, graduate medical education programs implemented a revised set of

229 oth the U.S. health care delivery system and medical education programs, several obstacles interfere

230 response rate, to describe the status of US medical education programs.

231 ne of the Accreditation Council for Graduate Medical Education, proposes a new outcomes-based accredi

232 resources, including structured programs in medical education, protected time, and grants.

233 physicians; part 2 gives recommendations to medical education providers and medical professional soc

234 ditation by the American College of Graduate Medical Education provides a venue for completion of the

235 e; 95% CI, 0.22-1.86; P = .045) and previous medical education publications by the first author (1.07

236 The Accreditation Council for Graduate Medical Education recently released new standards for su

237 ted using Accreditation Council for Graduate Medical Education recommendations as a reference.

238 onstrate that the definition of aptitude for medical education reflects the professional and social m

239 tead, the Accreditation Council for Graduate Medical Education regulations are thought to have negati

240 on of the Accreditation Council for Graduate Medical Education regulations despite respondents' self-

241 impact of Accreditation Council for Graduate Medical Education regulations on teaching and patient ca

242 ements in medicine and changing standards in medical education require new, efficient educational str

243 kplace-based assessments in competency-based medical education require standards that are credible to

244 or income, work hours, and years of graduate medical education required (P<.001).

245 y, income, work hours, and years of graduate medical education required.

246 ed by new Accreditation Council for Graduate Medical Education requirements.

247 2003, the Accreditation Council for Graduate Medical Education requires residency programs to restric

248 Evidence-based medical education requires rigorous studies appraising e

249 portantly, there is insufficient funding for medical education research and a dearth of skilled and e

250 Methodological shortcomings in medical education research are often attributed to insuf

251 lly centralized force to build and sustain a medical education research enterprise.

252 The quality of published medical education research is associated with study fund

253 Medical education research is not as well understood or

254 This is not a viable model to sustain a medical education research mission.

255 This was applied to 210 medical education research studies published in 13 peer-

256 erion validity were determined for a 10-item medical education research study quality instrument (MER

257 in outcome categories was evaluated with the Medical Education Research Study Quality Instrument (MER

258 Quality of evidence was assessed using the Medical Education Research Study Quality Instrument (MER

259 Study quality was assessed by the Medical Education Research Study Quality Instrument (MER

260 quality was measured by using the validated Medical Education Research Study Quality Instrument and

261 definition of confidence, quality using the Medical Education Research Study Quality Instrument, inf

262 The majority of medical education research that is currently being done

263 est challenges and greatest opportunities in medical education research.

264 low, highlighting the need for high-quality medical education research.

265 arch and a dearth of skilled and experienced medical education researchers.

266 ts on the Accreditation Council for Graduate Medical Education resident survey (87% vs 38%, P < 0.001

267 from the Accreditation Council for Graduate Medical Education resident survey.

268 velopments represent a shift in the focus of medical education resources to emphasize free access to

269 dcasts, webcasts, slide sets, and continuing medical education resources, some requiring membership o

270 The Accreditation Council for Graduate Medical Education's new duty-hour standards limit intern

271 study showed that countries are prioritising medical education scale-up as part of health-system stre

272 Now widely accepted in medical education, simulator training is being mandated

273 To assess the current use of simulation in medical education, specifically, the teaching of the bas

274 pport the Accreditation Council for Graduate Medical Education standards for professionalism and cogn

275 y recommendations include increased graduate medical education support and expansion of the J-1 visa

276 lyzed the Accreditation Council for Graduate Medical Education Surgical Operative Log data from 2009

277 000 to December 31, 2015 using the keywords "medical education," "surgical education," "multi-institu

278 o General Surgery Residency and the Graduate Medical Education Survey of residents completing general

279 he end, the primary goal of the postgraduate medical education system must be to ensure the creation

280 a possible deficit that, if rectified by the medical education system, could change the face of surge

281 The new professionalism movement in medical education takes seriously the old medical virtue

282 Medical education teaching methods and assessment in the

283 n the SurgicalSIM VR laparoscopic simulator (Medical Education Technologies, Inc, Sarasota, FL), allo

284 represent a potential teaching resource for medical education that is grossly underutilized.

285 f the recent and current changes in graduate medical education that pertain to surgical trainees.

286 The globalization of medical education-the process by which trainees in any r

287 03 by the Accreditation Council for Graduate Medical Education to improve resident wellness, increase

288 prescription of opioids, and improvements in medical education to increase recognition of treatment f

289 primary care and hospital care, and provide medical education to patients and caregivers.

290 Graduate medical education training may imprint young physicians

291 on by the Accreditation Council for Graduate Medical Education, trauma fellowships do not.

292 in educational activities (e.g., continuing medical education, travel compensation, and scholarships

293 of medical schools to the social mission of medical education varied substantially.

294 The concept of core competencies in graduate medical education was introduced by the Accreditation Co

295 m, which consisted of the Assistant Dean for Medical Education (who chaired the team), a curriculum c

296 Improving quality of medical education with a focus on ischaemic heart diseas

297 e 1998 there has been a massive expansion of medical education, with an excess in the production of h

298 result of Accreditation Council for Graduate Medical Education work hour regulations for clinical res

299 on of the Accreditation Council for Graduate Medical Education work rules, lifestyle and generational

300 f the new Accreditation Council for Graduate Medical Education work-hour restrictions, we expected th