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Items in this list may be obtained from the sources cited. Contact information reflects the most current data about the source that has been provided to the MCH Digital Library.


Displaying records 1 through 5 (5 total).

New York University College of Dentistry and New York University Rory Meyers College of Nursing. [2023]. Teaching oral systemic health (TOSH) faculty facilitation guide virtual interprofessional experience. New York, NY: New York University, Rory Meyers College of Nursing, 22 pp.

Annotation: This guide provides information on New York University’s (NYU’s) College of Teaching Oral Systemic Health (TOSH) Experience, an interprofessional program that brings together students across health professions. The program is conducted with NYU dental students and nurse midwifery, nurse practitioner, medical, and pharmacy students. Topics include the TOSH protocol, a TOSH flowchart, the time required to complete program activities, a script for a patient visit, a student assignment, student instructions, patient instructions, and sample forms.

Contact: New York University, Rory Meyers College of Nursing, 433 First Avenue, New York, NY 10010, Telephone: (212) 998-5300 Web Site: https://nursing.nyu.edu/ Available from the website.

Keywords: Collaboration, Educational programs, Forms, Medical students, Nursing, Oral health, Pharmacy schools, Students

Expert Panel on Cultural Competence Education for Students in Medicine and Public Health. 2012. Cultural competence education for students in medicine and public health: Report of an expert panel. Washington, DC: Association of American Medical Colleges and Association of Schools of Public Health, 26 pp.

Annotation: This report describes the recommendations of an expert panel to ensure that students acquire cultural competencies in their chosen fields to prepare them for successful practice, including the development and delivery of appropriate health care and population health programs, services, and policies for an increasingly diverse U.S. population. Contents include recommendations for embedding cultural competence education within and across curricula of medicine and public health, exemplary case studies, and a road map for the future.

Contact: Association of American Medical Colleges, 655 K Street, N.W., Suite 100, Washington, DC 20001-2399, Telephone: (202) 828-0400 Web Site: https://www.aamc.org Available from the website.

Keywords: Cultural competency, Cultural sensitivity, Culturally competent services, Curricula, Ethnic factors, Ethnic groups, Medical students, Professional education, Public health education, Racial factors

U.S. Maternal and Child Health Bureau. 1995. Maternal and Child Health Bureau Behavioral and Developmental Pediatrics Fellowship Training Programs: Evaluation summary. [No place: No publisher], 136 pp.

Annotation: This summary report describes first eight years of the U.S. Maternal and Child Health Bureau training programs in Behavioral and Developmental Pediatrics (BDP), which started in 1986 with grants to eleven medical school and hospitals. The report includes chapters about the following: components of the educational program; types of training received by medical students and pediatric residents; evaluations of the program by current fellows; professional accomplishments of former fellows; academic productivity of program faculty; postgraduate education; new programs initiated; and the impact of fellowship programs. The concluding summary is an argument for continuation of the program as an cost-effective investment in our nation's future. Appendices include: BDP Training Program components; fellowship evaluation forms summary; and a compilation of publications by program faculty and fellows. [Funded by the Maternal and Child Health Bureau]

Contact: Maternal and Child Health Library at Georgetown University, E-mail: [email protected] Web Site: https://www.mchlibrary.org Available from the website.

Keywords: Behavioral medicine, Curricula, Developmental pediatrics, Federal grants, Fellowships, Internship and residency, MCH training programs, Medical education, Medical students, Pediatricians, Pediatrics, Productivity, Professional education, Professional training, Program evaluation, Publications, Research methodology, Statistics

Council on Graduate Medical Education. 1994. Recommendations to improve access to health care through physician workforce reform: 4th report to Congress and the Department of Health and Human Services secretary. Rockville, MD: U.S. Health Resources and Services Administration, 29 pp.

Annotation: This report recommends legislative proposals to increase the number of physicians practicing general medicine in order to meet the public's health care needs in the 21st century. It identifies shortage areas and suggests reforms to modify the workforce including those that help finance graduate medical education, improve minority representation, and promote more general practitioners in the profession. It reviews current trends to determine deficiencies in the supply of doctors, considers the impact of adopting the Council's goals and recommendations, reviews options that are available to achieve the goals, and suggests legislative actions to achieve them.

Contact: U.S. Health Resources and Services Administration, 5600 Fishers Lane, Rockville, MD 20857, Telephone: (888) 275-4772 Secondary Telephone: (877) 464-4772 Contact Phone: (301) 443-6326 Fax: (301) 443-1246 E-mail: [email protected] Web Site: http://www.hrsa.gov Available from the website.

Keywords: Access to care, Careers, Family physicians, Financing, Graduate education, Health services, Internship and residency, Medical education, Medical students, Minority groups, Physicians, Policy development, Public health, Work force

Joint Committee of the Association of American Medical Colleges and the American Association of Medical Social Workers. 1948. Widening horizons in medical education: A study of the teaching of social and environmental factors in medicine—1945-1946. New York, NY: Commonwealth Fund, 228 pp.

Annotation: This monograph is a report of a study on teaching of the social and environmental aspects of medicine in the United States and Canada (medical-social teaching). Part 1 presents general considerations, a summary of the findings, and general conclusions. Part 2 provides more specific source material, including case studies and the role of the social worker. The monograph also includes a bibliography and an index.

Keywords: Case studies, Environmental influences, Medical education, Medical students, Physician patient relations, Physicians, Social factors

   

The MCH Digital Library is one of six special collections at Geogetown University, the nation's oldest Jesuit institution of higher education. It is supported in part by the Health Resources and Services Administration (HRSA) of the U.S. Department of Health and Human Services (HHS) under award number U02MC31613, MCH Advanced Education Policy with an award of $700,000/year. The library is also supported through foundation and univerity funding. This information or content and conclusions are those of the author and should not be construed as the official position or policy of, nor should any endorsements be inferred by HRSA, HHS or the U.S. Government.