Medicine and Health Sciences Commons^™

Accrediting Graduate Programs In Healthcare Quality And Safety, Willie H. Oglesby, Allyson G Hall, Annette L Valenta, Kenneth J Harwood, Deidre Mccaughey, Sue Feldman, Anthony C Stanowski, Sandra Chrapah, Teri Chenot, Eric Brichto, David B. Nash

College of Population Health Faculty Papers

The number of master's degree programs in healthcare quality and safety (HQS) has increased significantly over the past decade. Academic accreditation provides assurance that educational programs are of a high quality and meet the needs of students, employers, and the general public. Under the guidance of the Commission on Accreditation of Healthcare Management Education, faculty from 9 universities collaborated in the development of criteria and related content domains to be used in the accreditation of graduate programs in HQS. Thirteen content domains were identified. Four of the content domains, safety and error science, improvement science and quality principles, evidence-based practice, …

Virchow At 200 And Lown At 100 - Physicians As Activists., Salvatore Mangione, Mark L. Tykocinski

Division of Pulmonary and Critical Care Medicine Faculty Papers

No abstract provided.

Exploiting The Power Of Information In Medical Education., William B. Cutrer, W. Anderson Spickard, Marc M. Triola, Bradley L. Allen, Nathan Spell, Steven K. Herrine, John L. Dalrymple, Paul N. Gorman, Kimberly D. Lomis

Division of Gastroenterology and Hepatology Faculty Papers

The explosion of medical information demands a thorough reconsideration of medical education, including what we teach and assess, how we educate, and whom we educate. Physicians of the future will need to be self-aware, self-directed, resource-effective team players who can synthesize and apply summarized information and communicate clearly. Training in metacognition, data science, informatics, and artificial intelligence is needed. Education programs must shift focus from content delivery to providing students explicit scaffolding for future learning, such as the Master Adaptive Learner model. Additionally, educators should leverage informatics to improve the process of education and foster individualized, precision education. Finally, attributes …

Self-Efficacy Of Professionalism: Online Modules To Improve Implementation On Level Ii Fieldwork, Leigh Leonard, Otd, Ms, Otr/L

Department of Occupational Therapy Faculty Papers

Professionalism is a fundamental component of occupational therapy. The American Occupational Therapy Association (AOTA) has many official documents that reference professionalism including the Occupational Therapy Code of Ethics, Standards for Continuing Competence, Standards of Practice for Occupational Therapy, and the Occupational Therapy Practice Framework: Domain and Process, 4th ed. There are high professional expectations of occupational therapy students, however, the definition of professional behaviors varies among fieldwork educators, faculty, and occupational therapy students. The literature revealed four themes of professionalism that were consistent across all stakeholders. Online education has increasingly become the norm for many programs and there is strong …

The Impact Of 2020 And The Future Of Cardiology Training: How Do We Innovate?, Prasanti Alekhya Kotta, Brittany Corso, Yevgeniy Brailovsky, Estefania Oliveros

Division of Cardiology Faculty Papers

No abstract provided.

Post-Partum Skin-To-Skin Care And Infant Safety: Results Of A State-Wide Hospital Survey, Eileen Tyrala, Md, Michael H. Goodstein, Md, Erich Batra, Md, Barbara Kelly, Md, Judy Bannon, Mba, Ted Bell, Ms

Department of Medicine Faculty Papers

Objectives: Survey current experience with Skin to Skin care (SSC) in Pennsylvania Maternity Centers.

Study Design: The nursing director of each Maternity Center in PA (n = 95) was sent an on-line confidential survey querying SSC practices. Responses were compared by delivery size, location, and nature of affiliation. Statistics analyzed by chi-square and student t-test.

Results: Of these 64/95 MCs (67%) responded. All allowed SSC after vaginal deliveries, 55% after C-section, 73% mother’s room. Monitoring included delivery room nurse (94%) with support from other providers (61%), family members (37%), and electronic monitoring (5%). If SSC occurred in mother’s …