Institution
Northern Ontario School of Medicine
Healthcare•Thunder Bay, Ontario, Canada•
About: Northern Ontario School of Medicine is a healthcare organization based out in Thunder Bay, Ontario, Canada. It is known for research contribution in the topics: Population & Health care. The organization has 889 authors who have published 1753 publications receiving 30907 citations. The organization is also known as: NOSM.
Topics: Population, Health care, Medicine, Cancer, Randomized controlled trial
Papers published on a yearly basis
Papers
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716 citations
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McGill University Health Centre1, Foothills Medical Centre2, University of Calgary3, University of British Columbia4, McGill University5, University of Western Ontario6, Université du Québec à Trois-Rivières7, McMaster University8, Concordia University Wisconsin9, St. Michael's Hospital10, Ottawa Hospital Research Institute11, Memorial University of Newfoundland12, Montreal General Hospital13, Université de Montréal14, University of Saskatchewan15, Heart and Stroke Foundation of Canada16, Dalhousie University17, Hôpital Maisonneuve-Rosemont18, University of Toronto19, Laval University20, University of Alberta21, Université de Sherbrooke22, University Health Network23, University of Manitoba24, University of Ottawa25, Université du Québec à Montréal26, Centre for Addiction and Mental Health27, Canadian Stroke Network28, Department of National Defence29, Northern Ontario School of Medicine30
TL;DR: The Canadian Hypertension Education Program reviews the hypertension literature annually and provides detailed recommendations regarding hypertension diagnosis, assessment, prevention, and treatment, and 4 new recommendations were added and 2 existing recommendations were modified this year.
683 citations
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TL;DR: The AMEE Guide to e-Learning in Medical Education hopes to help the reader, whether novice or expert, navigate tensions of Deploying new technologies usually introduces tensions, and e-learning is no exception.
Abstract: In just a few years, e-learning has become part of the mainstream in medical education. While e-learning means many things to many people, at its heart it is concerned with the educational uses of technology. For the purposes of this guide, we consider the many ways that the information revolution has affected and remediated the practice of healthcare teaching and learning. Deploying new technologies usually introduces tensions, and e-learning is no exception. Some wish to use it merely to perform pre-existing activities more efficiently or faster. Others pursue new ways of thinking and working that the use of such technology affords them. Simultaneously, while education, not technology, is the prime goal (and for healthcare, better patient outcomes), we are also aware that we cannot always predict outcomes. Sometimes, we have to take risks, and 'see what happens.' Serendipity often adds to the excitement of teaching. It certainly adds to the excitement of learning. The use of technology in support of education is not, therefore, a causal or engineered set of practices; rather, it requires creativity and adaptability in response to the specific and changing contexts in which it is used. Medical Education, as with most fields, is grappling with these tensions; the AMEE Guide to e-Learning in Medical Education hopes to help the reader, whether novice or expert, navigate them. This Guide is presented both as an introduction to the novice, and as a resource to more experienced practitioners. It covers a wide range of topics, some in broad outline, and others in more detail. Each section is concluded with a brief 'Take Home Message' which serves as a short summary of the section. The Guide is divided into two parts. The first part introduces the basic concepts of e-learning, e-teaching, and e-assessment, and then focuses on the day-to-day issues of e-learning, looking both at theoretical concepts and practical implementation issues. The second part examines technical, management, social, design and other broader issues in e-learning, and it ends with a review of emerging forms and directions in e-learning in medical education.
499 citations
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University of Calgary1, McGill University Health Centre2, Cardiovascular Institute of the South3, University of British Columbia4, Université du Québec à Trois-Rivières5, Université de Montréal6, Laval University7, McMaster University8, Alberta Health Services9, University of Alberta10, McGill University11, University of Toronto12, Heart and Stroke Foundation of Canada13, Population Health Research Institute14, Montreal General Hospital15, University of Western Ontario16, Montreal Heart Institute17, Winnipeg Regional Health Authority18, Université du Québec à Montréal19, Northern Ontario School of Medicine20, St. Michael's Hospital21, University of Manitoba22, Centre for Addiction and Mental Health23, University of Ottawa24, University Health Network25, Concordia University Wisconsin26, Ottawa Hospital Research Institute27, University of Ontario Institute of Technology28, Hôpital Maisonneuve-Rosemont29, University of Saskatchewan30, Centre Hospitalier Universitaire Sainte-Justine31, Children's Hospital of Eastern Ontario32, St Thomas' Hospital33, Mount Sinai Hospital, Toronto34, Université de Sherbrooke35, Brown University36, Concordia Hospital37, University of Pennsylvania38
TL;DR: All individuals with hypertension should have an assessment of global cardiovascular risk to promote health behaviours that lower blood pressure, and an angiotensin receptor-neprilysin inhibitor combination should be used in place of either an ang Elliotensin-converting enzyme inhibitor or angiotENSin receptor blocker in individuals with heart failure.
465 citations
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TL;DR: The authors review the evidence supporting the benefits of promoting more global health teaching and opportunities among medical students and suggest several steps that medical schools can take to meet the growing global health interest of medical students, which will make them better physicians and strengthen the medical system.
Abstract: Worldwide increases in global migration and trade have been making communicable diseases a concern throughout the world and have highlighted the connections in health and medicine among and between continents. Physicians in developed countries are now expected to have a broader knowledge of tropical disease and newly emerging infections, while being culturally sensitive to the increasing number of international travelers and ethnic minority populations. Exposing medical students to these global health issues encourages students to enter primary care medicine, obtain public health degrees, and practice medicine among the poor and ethnic minorities. In addition, medical students who have completed an international clinical rotation often report a greater ability to recognize disease presentations, more comprehensive physical exam skills with less reliance on expensive imaging, and greater cultural sensitivity. American medical students have become increasingly more interested and active in global health, but medical schools have been slow to respond. The authors review the evidence supporting the benefits of promoting more global health teaching and opportunities among medical students. Finally, the authors suggest several steps that medical schools can take to meet the growing global health interest of medical students, which will make them better physicians and strengthen our medical system.
459 citations
Authors
Showing all 928 results
Name | H-index | Papers | Citations |
---|---|---|---|
Andrew A. Nierenberg | 100 | 632 | 43071 |
Aicheng Chen | 57 | 229 | 12238 |
Katherine J. Aitchison | 55 | 214 | 8717 |
Janet E. McElhaney | 54 | 200 | 10184 |
Jennifer Stinson | 53 | 301 | 11005 |
Sheldon W. Tobe | 52 | 222 | 11157 |
Nancy L. Young | 52 | 179 | 8957 |
John R. Halliwill | 50 | 139 | 8540 |
Michel Bédard | 47 | 210 | 7910 |
Bruce Weaver | 45 | 105 | 7787 |
Aseem Kumar | 41 | 99 | 11849 |
Francisco Diaz-Mitoma | 36 | 133 | 4125 |
David C. Marsh | 36 | 147 | 4464 |
Esa Leinonen | 34 | 151 | 3819 |
Robert J. Schinke | 34 | 181 | 4023 |