자연주의적 탐구조사(Naturalistic Inquiry)

Basics of qualitative research: Grounded theory procedures and techniques

Preparing the books to read every day is enjoyable for many people. However, there are still many people who also don't like reading. This is a problem. But, when you can support others to start reading, it will be better. One of the books that can be recommended for new readers is experience and education. This book is not kind of difficult book to read. It can be read and understand by the new readers.

Experience and Education.

Health professionals for a new century: transforming education to strengthen health systems in an interdependent world

Background: The acute clinical events surrounding the acquisition of human immunodeficiency virus (HIV) have not been well characterized. Objective: To further define the clinical and epidemiologic...

Clinical and epidemiologic features of primary HIV infection.

These new guideline recommendations from the American College of Physicians provide evidence-based advice for the management of chronic insomnia disorder in adults. Implementation of these guidelin...

Management of Chronic Insomnia Disorder in Adults: A Clinical Practice Guideline From the American College of Physicians

This article introduces a series of reports on medical education. It outlines the main areas of success and the problems that have arisen since the Flexner report was issued.

/pdf/american-medical-education-100-years-after-the-flexner-4nra2pgvtd.pdf

American Medical Education 100 Years after the Flexner Report

The Carnegie Foundation for the Advancement of Teaching, which in 1910 helped stimulate the transformation of North American medical education with the publication of the Flexner Report, has a venerated place in the history of American medical education. Within a decade following Flexner's r

http://ogg.osu.edu/media/documents/fd4me/Calls_for_Reform_of_Medical_Education_by_the.18%5b1%5d.pdf

Calls for Reform of Medical Education by the Carnegie Foundation for the Advancement of Teaching: 1910 and 2010

Foreword. Acknowledgments. About the Authors. Introduction. PART ONE. Today's Practice, Yesterday's Legacy, Tomorrow's Challenges. 1. Educating Physicians: Context and Challenges. 2. Being a Doctor: Foundations of Professional Education. PART TWO. Learning the Physician's Work. 3. The Student's Experience: Undergraduate Medical Education. 4. The Resident's Experience: Graduate Medical Education. PART THREE. External Pressures and Internal Forces for Change. 5. Regulating and Financing Medical Education. 6. Leadership for Organizational Change. PART FOUR. Meeting Tomorrow's Challenges: A Vision of the Possible. 7. Realizing the Vision: Transforming Medical Education. 8. Supporting Excellence Through Effective Policy. References. Index.

Educating Physicians: A Call for Reform of Medical School and Residency

We investigated decisions to withhold or withdraw life support from patients in the medical-surgical intensive care units at the Moffitt-Long Hospital of the University of California and San Francisco General Hospital, from July 1987 through June 1988. Among 1719 patients admitted to the two intensive care units, life support was withheld from 22 (1 percent) and withdrawn from 93 (5 percent). The reason for limiting care was poor prognosis. Of these 115 patients (18 of whom were considered brain-dead), 89 died in the intensive care unit (accounting for 45 percent of all deaths there), and all but 1 of the remaining patients died after transfer from the intensive care unit. Thirteen (11 percent) had earlier expressed the wish that their terminal care be limited, but this affected care in only four cases. Only 5 of the 115 patients made the actual decision to limit care; the others were incompetent at the time. Of the latter, 102 had families who participated in the decision; family members of the other 8 incompetent patients could not be found, and the decisions were made by physicians. Only 10 families initially disagreed with the recommendations to limit care, and they later agreed. The median duration of intensive care among the patients from whom life support was withheld or withdrawn was eight days at Moffitt-Long Hospital and four days at San Francisco General, as compared with medians of three and one days, respectively, for other patients who died in the intensive care units. We conclude that although life-sustaining care is withheld or withdrawn relatively infrequently from patients in the intensive care unit, such decisions precipitate about half of all deaths in the intensive care units of the hospitals we studied. In most of these cases the patients are incompetent, but physicians and families usually agree to limit care.

https://www.nejm.org/doi/pdf/10.1056/NEJM199002013220506

Molly Cooke

Papers

Management of Chronic Insomnia Disorder in Adults: A Clinical Practice Guideline From the American College of Physicians

American Medical Education 100 Years after the Flexner Report

Calls for Reform of Medical Education by the Carnegie Foundation for the Advancement of Teaching: 1910 and 2010

Educating Physicians: A Call for Reform of Medical School and Residency

Withholding and Withdrawal of Life Support from the Critically Ill