ライフサイエンスコーパス: medical education

1 the optimal design and delivery of graduate medical education.

2 ed by the Accreditation Council for Graduate Medical Education.

3 Accreditation Council for Graduate Medical Education.

4 their contribution to the social mission of medical education.

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

6 rserved and suboptimal primary care graduate medical education.

7 esidents by the American Council of Graduate Medical Education.

8 ers toward changes in critical care graduate medical education.

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

10 iew board of the Netherlands Association for 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 chools accredited by the Liason Committee on Medical Education.

16 , reviewing, and appraising interventions in medical education.

17 It may also be used for medical education.

18 ed by the Accreditation Council for Graduate Medical Education.

19 uld revolutionize the conduct of research in medical education.

20 at the more established European centers of medical education.

21 rough the Accreditation Council for Graduate Medical Education.

22 ly separate product promotion from impartial medical education.

23 current challenges to it, in practice and in medical education.

24 of computers has been to attempt to improve medical education.

25 e potential impact of future developments on medical education.

26 l schools report nutrition as a component of medical education.

27 earch-have not been harnessed and applied to medical education.

28 ingly feasible to incorporate computers into medical education.

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

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

31 learning experiences across the continuum of medical education.

32 em of the Accreditation Council for Graduate Medical Education.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

52 2003, the Accreditation Council for Graduate Medical Education (ACGME) implemented a single duty-hour

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

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

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

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

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

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

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

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

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

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

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

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

87 es bring new opportunities and challenges to medical education, and are having an impact on the way t

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

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

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

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

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

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

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

95 data from the 2000-2001 Liaison Committee on Medical Education Annual Medical School Questionnaire, w

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

117 he implementation of sustained innovation in medical education continues to present challenges, espec

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

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

120 different Accreditation Council for Graduate Medical Education core competencies.

121 nclinical Accreditation Council for Graduate Medical Education core competencies.

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

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

124 eness of the short-course type of continuing medical education currently offered for training in new

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

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

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

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

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

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

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

132 However, medical education does not provide explicit training in

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

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

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

136 2002, the Accreditation Council on Graduate Medical Education enacted regulations, effective 1 July

137 2003, the Accreditation Council for Graduate Medical Education enacted resident work hour restriction

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

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

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

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

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

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

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

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

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

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

148 revealed no systematic review of continuing medical education for technical skills.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

165 Undergraduate medical education has undergone significant changes in d

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

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

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

169 Undergraduate medical education in critical care would be advanced by

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

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

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

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

174 gesting several ways of improving continuing medical education in technical skills.

175 Social marketing can be applied to medical education in the effort to go beyond inoculation

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

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

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

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

180 Suggested priorities for undergraduate medical education include redesigning curricular experie

181 Postgraduate medical education included the Albert Einstein College o

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

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

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

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

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

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

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

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

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

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

192 Medical education is undergoing tremendous change.

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

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

195 eas: surgical training curricula, continuing medical education, learning curve, and general motor ski

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

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

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

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

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

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

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

203 Medical education needs to provide doctors with the conc

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

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

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

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

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

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

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

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

212 nical service, American College for Graduate Medical Education or Critical Care Medicine fellowship),

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

214 Medical education organizations have called for LGBT-sen

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

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

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

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 and other sources to describe the status of medical education programs in the United States.

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

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

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

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 The goal of assessment in medical education remains the development of reliable me

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

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

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

246 2003, the Accreditation Council for Graduate Medical Education requires residency programs to restric

247 Evidence-based medical education requires rigorous studies appraising e

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

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

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

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

252 Medical education research is not as well understood or

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

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

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

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

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

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

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

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

263 est challenges and greatest opportunities in medical education research.

264 r Diseases (SDLD; Institute of Post Graduate Medical Education & Research [IPGME&R], Kolkata, India)

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 tremendous potential of social marketing for medical education should be pilot-tested and systematica

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

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

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

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

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

278 wever, a continuously evolving, high quality medical education system is needed to assure the continu

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 ize the humanistic dimensions of care during medical education, these are few known techniques for ef

288 03 by the Accreditation Council for Graduate Medical Education to improve resident wellness, increase

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

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 describe the history and use of computers in medical education with special reference to critical car

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