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Caduceus
Newsletter: Fall 2008.12, Week of Nov.
10 Dr.
Stan Eisen, Director Home
page: |
Caduceus
Newsletter Archives: |
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Table of Contents: November
3, 2008 - Annual Meeting Issue #2 edition. 11. Marginalia:
Sand castle competition-Harrison Hot Springs, B.C. |
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1. ACS/BBB/PHP (American Chemical Society, Beta
Beta Beta/Preprofessional Health Programs) Activities. (And MAA, too!) |
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·
Friday, November 14 –
BBB: Bowl-a-thon for ·
Friday, November 21 – MAA: Chess Prodigy 2008, Friday, November 21, 2
p.m., in the Cooper-Wilson Student Lounge, 2nd Floor. Entry subject to a donation of $3
(Non-Members) or $1 (Members), with 50% of all proceeds going to St. Jude
Children’s · December 6, all day – BBB: St. Jude Marathon (Contact Antony) |
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2. Summer
research programs at |
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Hello Everyone. |
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3. Recommendations
of the Educated Citizen and Public Health Initiative encourage the
teaching of Public Health 101, Epidemiology 101, and Global Health 101 by all
colleges and universities. |
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Dear Advisors, I thought you and your faculty colleagues would be interested in the attached recommendations for undergraduate public health education. The recommendations encourage teaching of Public Health 101, Epidemiology 101, and Global Health 101 by all colleges and universities. These courses are recommended to fulfill distribution requirements and are encouraged as preparation for health professions education including medicine. The recommendations are the results of a faculty development program sponsored by the Association of American Colleges and Universities (AAC&U) and the Association for Prevention Teaching and Research (APTR). Additional information on the Educated Citizen and Public Health Initiative and links to information and resources are included in the attached summary. best wishes Richard Riegelman MD, PhD Professor of Epidemiology-Biostatistics, Medicine and Health Policy Founding Dean The 202-994-4772 202-994-0082 (fax) Here’s the text of the initiative statement: The Educated Citizen and Public Health Initiative The Educated
Citizen and Public Health Initiative aims to fulfill the Institute of
Medicine of the National Academies’ recommendation that “… all undergraduates
should have access to education in public health”1 in order to
ensure an educated citizenry capable of responding to the growing array of
health threats nationally and globally.
The initiative is a cooperative effort of arts and sciences and public
health educational organizations, including the Association of American
Colleges and Universities (AAC&U), the Council of Colleges of Arts and
Sciences (CCAS), the Association for Prevention Teaching and Research (APTR)
and the Association of Schools of Public Health (ASPH). Background The
Educated Citizen and Public Health initiative encourages undergraduate public
health core curricula as part of general education as well as the integration
of public health throughout
undergraduate education. The Educated Citizen and Public Health
has been developed in conjunction with the LEAP initiative of AAC&U which
aims to transform undergraduate education for the 21st
century. Undergraduate public health
with its emphasis on interdisciplinary education, a global perspective,
community-based education and life-long learning is an excellent area of
study for implementing the LEAP initiative. Accomplishments A
Consensus Conference on Undergraduate Public Health was held in Conferees
agreed that undergraduate public health education should result in an
educated citizenry prepared to address public health challenges ranging from
AIDS to aging and avian flu to the costs of health care. Not only can undergraduate public health
education prepare students for professional education in public health and
the clinical health professions, but the critical and analytical thinking
that embraces population health education is also excellent preparation for a
wide array of other disciplines from law to business to international
affairs. The
Consensus Conference led to the APTR-AAC&U Faculty Development Program
which conducted three Workshop/Institutes reaching more than 250 faculty from more than 60 institutions. A curriculum guide
and recommendations for undergraduate public health education resulted from
the Faculty Development Program. The recommendations include curriculum
frameworks, learning outcomes and enduring understandings for Public Health
101, Epidemiology 101, and Global Health 101 as well as a framework for
minors including core curricula, curricula built upon institutional strengths
and experiential learning such as service-learning in public health. The
Josiah Macy, Jr. Foundation has awarded AAC&U a grant to survey current
efforts in undergraduate public health. AAC&U and ASPH are collaborating
on a needs assessment to determine the best ways to support the development
and expansion of undergraduate public health curricula in colleges and
universities. The
Educated Citizen and Public Health Initiative has
produced a large number of curricular resources, publications, and press coverage.
Key materials available on the web are indicated on the reverse side. 1 Gebbie K, Rosenstock L, Hernandez
LM, eds. Who will keep the public healthy?
Educating public health professionals for the 21st
century. Undergraduate
Public Health Resources ·
The Curriculum Guide to Undergraduate Public Health
Education, version 3.0 is available for feedback through APTR at http://www.aptrweb.org/resources/pdfs/Curriculum_Guide_Version3.pdf and ·
The Association of Schools of Public Health provides information on undergraduate majors
and minors and curricular materials: www.pathwaystopublichealth.org
and www.thisispublichealth.org. ·
APTR’s Prevention Education Resource Center (PERC)
provides syllabi, curriculum materials and other curriculum resources, as
well as a location to upload and share educational materials. A peer review process for educational
materials is being established: www.teachprevention.org Press and
Publications ·
Morbidity
and Mortality Weekly Report
CDC publication of “essential findings” of the Consensus Conference on
Undergraduate Public Health Education, October 19, 2007 The full consensus conference report is
available through CCAS at www.ccas.net ·
CDC Podcast on undergraduate public health education with
Dr. Julie Gerberding, Director of CDC, available at http://www2a.cdc.gov/podcasts/player.asp?f=8696 ·
Inside Higher
Education:
Epidemiology as an Undergraduate Mainstay http://www.insidehighered.com/news/2007/11/07/health ·
Liberal Education: AAC&U “Back to the
Pump Handle: Public Health and the Future of Undergraduate Education”
Albertine S, Persily NA, and Riegelman.R http://www.aacu.org/liberaleducation/le-fa07/le_fa07_perspectives1.cfm ·
Journal of Public Health Management and Practice Who Will
Keep the Public Healthy? The Case for Undergraduate Public Health Education:
A Review of Three Programs; Jan-Feb 2008 Bass SB, Guttmacher S, Nezami E www.jphmp.com ·
Academic Medicine- April 2008 Theme issue on population
health including an article on Evidence-Based Public Health as Preparation
for ·
American Journal of
Preventive Medicine-APTR September 2008 Theme issue on undergraduate
public health education www.ajpm-online.net. ·
Public Health
Reports, ASPH Articulation of Undergraduate and Graduate Education in Public Health
Lee J. http://www.publichealthreports.org/userfiles/123_8/12-17.pdf ·
·
Peer Review- AAC&U- Integrative Learning in
Public Health Bernheim RG forthcoming-2008 ·
Peer Review- AAC&U-Special Issue on
Undergraduate Public Health Education through the support of the Josiah Macy
Jr. Foundation Summer 2009 November 2008 |
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4. From the
NAAHP: The Mabelle Arole Fellowship supports
a year at one of the best community based primary health projects in the
world. |
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FOR STUDENTS INTERESTED IN
INTERNATIONAL HEALTH FELLOWSHIP IN SPEND A YEAR AT ONE OF BEST
COMMUNITY-BASED HEALTH PROJECTS IN THE WORLD MABELLE AROLE FELLOWSHIP SEE INFORMATION ON WWW.AMSA.ORG (do search for “Arole”) |
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5. Biomedical
research at |
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From Dr. Malinda Fitzgerald: I hope your new academic year is coming along well and by now it is in full swing. Your senior students must be getting ready to start thinking about their future education plans. If they are considering graduate school, and if they have not already taken GRE they must be preparing for it. I am attaching a small booklet that our Senior Associate Dean wrote to help the young students who are interested in graduate school. Please feel free to share this with your students.
I will greatly appreciate your help in passing the above information to your students, it will greatly benefit them. If they have any questions I am here to help them please tell them to contact me at Bharati.Mehrotra@Vanderbilt.edu or Dr. Michelle Grundy at Michelle.Grundy@Vanderbilt.edu .
Sincerely Bharati Mehrotra,Ph.D., Graduate Program Student Adviser Biomedical Research and Education Training Program 340 Light Hall Phone No. 615 343 1021 Email add. Bharati.Mehrotra@Vanderbilt.edu |
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6. A Short
Primer for those of you planning to attend Graduate School in Biomedical Sciences,
from Bharati Mehrotra,Ph.D., Graduate Program Student Adviser, Vanderbilt
University (Nashville, TN) |
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Entry to good graduate schools in the Biomedical
Sciences is competitive. Often times undergraduate
students are not familiar with what it takes to get accepted in a chosen
graduate program. Based on my observations and experience I have developed
the following information to help young college students plan and prepare to
convince graduate programs admission committees that they are able to successfully
enter and handle graduate studies. Be careful
to take the right courses during the undergraduate years: Freshman and sophomore years: Take the basic introductory biology and chemistry courses, be serious in your learning, and focus on learning basic concepts in depth not just to pass the exams. Learning and understanding takes effort. Apply yourself immediately after a lecture. After three days you will have forgotten most of the material presented in lecture. Read on the interesting topics, and in more
detail, try to comprehend and analyze. Try to understand what kind of work is going on in different fields; also try to figure out that what kind of work interests you the most. Thus for instance, if you are interested in learning more about AIDs then look for journals where you find review articles on this disease (or whatever else interests you). Be inquisitive. Have a positive attitude toward training and professional pursuits. Hands on research experiences are very desirable. Offer to work in a research lab for a few hours a week during the academic year and full time during the post freshman and post sophomore summers as well. At first you will probably just be doing scut work. Don’t fret, you will be able to talk with other lab members and you can begin to find out what research is all about. Junior and Senior Years: You should try to take as many upper level courses in your major area as it is possible in your junior and senior years. Admissions Committees look for a broad repertoire of course exposures. It notably means that the graduate level courses will be less of a challenge if your background is that much broader. If you are biology major, definitely take Biochemistry, Cell Biology, Genetics, Microbiology, Physiology and any other upper level courses that you can fit in your schedule. Do not take these courses just for the sake of taking courses but learn the material well and try to get the good grades in them. It is these grades which will really help you, as admissions committees look at your grades in your junior and senior year courses. This shows them your seriousness and your real interest in a subject. If you are Chemistry or Physics major but are thinking of going for biomedical research then plan on taking some upper level biology courses also in your junior and senior years. Students who have majored in Chemistry or Physics and also have had a Biochemistry course are highly sought after these days. Research During post
junior year summer: It is hard if not
impossible, to get into a front rank graduate program without having
“meaningful” research experience. So for students who are interested in doing
graduate studies a post junior year summer research experience is essential.
These days there are ample opportunities available at graduate institutions
for such summer research. Apply for at least four or five summer research
programs at different institutions, particularly those schools in which you
may be most interested in pursuing your graduate degree and that you might
like to check out. It goes without saying that just getting into the program
of choice is in itself insufficient to assure you of subsequent successful
application to the Choose the right lab at
the right school: You really must do your homework here. This decision in whose lab to work can have profound affect on your future career. Ask around your home institution. Where would they recommend? Perhaps they know someone at a particular school you could contact to find out more about the summer offerings. The heavy lifting,
however, has to be done by you. First choose schools that have excellent
reputation. Choose an area of interest fairly mainstream. The sexual hair on
the left testicle of the Once you have a notion of the four or five schools you might like to apply to 3 or 4 areas of research study you think highly relevant and interesting then you move to next three steps: 1. Find out if they have a summer program. 2. Use the school’s websites to research the detailed area of research done by faculty at these schools in these areas. Read some relevant papers from these labs. 3. Get on the phone. Call the folks listed as running the summer program. Ask whom you can call to get an idea of the faculty involved. Ask if the people on your list are available. And above all ask about how they mentor and if they are around all summer. Find out if they have students in their labs, and if so get a phone number and call the students and chat with them. Ask if their advisor is mostly available? Is she/he helpful and supportive? Do they have good projects? Have they had previous summer students? How did they do? Remember if you want a really good letter from a faculty advisor then you have to interact extensively over the summer. One caveat here a letter from graduate students or post docs in the lab is useless…do I need to repeat that; they are useless in terms of helping your subsequent application to the graduate school. Finally if you get admitted to the Summer How to succeed when you are at the summer
school: First of all do not worry too much about being strange and new. That is normal when you move to a new environment. Any institution worth its salt will send you lots of information before you arrive, including some information on where you will be staying. Read this information carefully as it will save you a lot of stress. Did I say ---read this information carefully? Do so. You will almost certainly start off on the first day at work with an orientation. You will save yourself a great deal of trouble if you go early and get situated well before things start. Arriving late is rude and reflects very badly on your organizational skills and on your real interest in being there. You do not go to these places to goof off or have a ball. First of all, many of you are going on the taxpayer’s nickel and the taxpayers are giving you the money because they believe you can develop a career in biomedical research and thus help conquer serious diseases. I can assure you that the taxpayer does not care whether you are having a blast; in fact he/she hopes you are much to busy to be having any fun other than, fun and excitement of doing real research. The key to success is to use your time wisely. To be honest, in 10 weeks it is hard to come up with very much that is truly new. Mostly you will be getting the experience of what it is like to do research. This of course will be very useful to you nonetheless. That said; aim to get the most out of the summer research exposure. You need to devote yourself to reading (scientific literature that is pertinent to your project), and to working in the lab. Getting anything worthwhile done in the lab over a summer is really difficult, and lab work is very time consuming, so you will have to work very hard in the lab. Also use this opportunity to explore the institution and the professors and their research interests. Participate in lab meetings and also in presentations, be dedicated and do the best job as you can so that you win the heart of your research mentor as well as that of the people in the lab. This will enable your mentor to write a strong and positive recommendation for you which will be extremely helpful for your admission in graduate school. This does not mean that you should not have any “downtime” over the summer. In fact any good summer program worth its salt will arrange some outings to local arts performances, sports or outdoor activities depending on the location. You should take advantage of these opportunities to relax and to network with other faculty and students. Admissions committees value above all a strong letter from an advisor in whose lab you have worked. A strong letter will allude to dedication and commitment, a love of science, a wide encompassing interest in lab discovery, a cheerful friendly aspect and trumping all else, the ability to work hard. A few successful experiments won’t come a miss either. Finally, if you get an opportunity to present your summer research work at a national conference such as the ABRCMS meetings, be sure to utilize this opportunity and share your work through a poster or oral presentation. Often the graduate school recruiters are looking to recruit undergraduate students through these meetings for their graduate programs. Graduate
record examination Often graduate schools say they do not care about GRE scores. Certainly it is well documented that the GRE scores do an abominable, if of predicting successful outcomes as researchers! However, they still require you to submit GRE scores so it is important that you do well on the GRE. To do anything well requires preparation and practice and same is true for the GRE test. You should plan on taking GRE in your senior year. GRE preparation should be started no later than September of senior year.
Preparing for the GRE: Purchase some GRE sample test books. Once you have bought your test books, the next thing is to zip through a few tests. Right? No, wrong! The next thing is to visit the ETS website. Here you will find a major resource offering advice on test strategies. Careful attention to strategy can increase your scores without knowing an extra piece of information. The following advice is written by Dr. Michelle
Grundy of At least
three months in advance of taking your GRE start preparing for this test by
practicing in the following manner: If you have eight sample tests available in the books then plan on taking one test at a time for eight weeks. Study hard, prepare yourself for taking test and then during weekend on Saturday morning close your room and create an environment just as if you are taking a real test. Have a timer ready, (no radio, no music no disturbance of any kind, just a timer near you and your pencil and test). Time your self and start taking the test. Complete the test in time and then review and correct it and see what questions you missed, try to find the right answers for those questions and keep your score based on this test. During the following week work on your weaknesses which got identified by missing those question on the test over the weekend. Next Saturday take another test in the same kind of situation as you did on the previous weekend. After finishing the test and keeping time, review the test and see what all you missed and find the right answers to the questions you missed and try to understand your mistakes. During this next week again study in the areas in which you had missed your questions and try to eliminate your weaknesses from the last two tests. Continue to take tests and work on eliminating your weaknesses at least for 8 to ten weeks. As you will progress you will notice that you are doing better and better and you are improving a great deal if you are being honest to yourself and working hard on eliminating your weaknesses. If you feel comfortable then you are ready to take the real test but if you are not very much at ease then repeat the above mentioned regime one more time, this will help you a great deal. Preparing for taking the standardized test in this manner it helps you eliminate your weaknesses, it also teaches you good time management and it gives you more confidence and strength to take the actual test and hopefully you will do very well and your GRE scores will be very good. The day you go to take the real GRE test, have a good night sleep, be well rested and have a healthy light meal. The
personal statement: Remember that an application to Likewise for community service if you have spent time tutoring or helping a science teacher, then this can be a big plus. But volunteering at old folk’s homes or delivering meals on wheels, while a mobile endeavor, will not help your application in any way. As a final note in this overview, do not use the personal statement as witness to faith. One can be a good scientist equally as a believer or not. Admissions Committees are well aware of this issue and do not give extra credit for such of integrity. In a nutshell the Admissions Committees are asking
quite clearly question about statement of purpose. How did you develop an
interest in science/research? How science is your interest? Do you have a
talent for this work? Are you motivated to stay the course? Have you provided
some evidence that you have thought through everything very seriously and
that an application to Some specific points are addressed below: In personal statement it is very important to describe the research you ere able to carry out during your undergraduate tenure which further motivated you to go for a PhD. First talk about the over all objective of that research and then describe the part that you did and how it fits in the overall picture of the big project. How well you describe your research and explain the results that give the reader an idea of how well you understood what you were doing and what you were trying to accomplish in the project. Any opportunity you get to do research at your own institution or
during the academic year or at another institution during the summer, make
the best use of your time, do well in it and write the work you have done.
When you get a chance to present your research work whether in poster or
orally, describe in your personal statement how well your presentation went,
what were interesting and hard questions asked related to your project and
how well you handled them finally how the whole experience taught you as to
how the scientific community functions and now how it has motivated you to go
for a graduate degree. Here is really an important point. If during your undergraduate tenure,
you have not done well in some science course, or in one semester or over a
whole year your grades were not what you might hoped then it is extremely
important that you clearly and honestly explain the reasons for this weakness
in your transcript. Perhaps some illness, a family emergency or some other
valid reason was the cause for your not performing well. You still need to
offer an explanation and indicate to the reader how you recognize the
weakness and how you have tried to address it, by pointing out a better
performance in the following upper level courses etc. The reviewers of your
application will quickly find a poor semester performance and you should not
ignore this and simply hope the evidence will be overlooked. It won’t. In
fact this will hurt you much more than admitting the problem and trying to
explain what happened. Then an explanation such as “I was immature” is more
positive than pretending it never occurred and hoping that the reviewer is careless enough not to notice it. You
should be so lucky! Recommendation letters: Recommendation letters matter a great deal for a favorable consideration of your application. When you are applying to graduate school, the reviewers of your application want to measure your interest in research, your capability for solving problems, your ability in running different techniques your motivation, your preparation, your inquisitiveness and finally your desire to succeed as a scientist. These things can be very well evaluated by your research mentor. When you go for your summer research experience, do a very good job with full dedication in the lab. so that your research mentor is impressed with you and at the end of the summer request your summer research mentor if he will be able to write a positive recommendation for you when time comes for you to apply. If you have done a good job the mentor will be willing to write the recommendation for you. At the time when you start applying you should request your summer research mentor for the recommendation, give him good amount of time, because they are often very busy. Also follow up very politely with the summer research mentor if he or she has sent the recommendation for you. It is sometimes helpful that at the time of requesting for your recommendation you send a short CV of yours and also the summary of the work you did in his lab during the summer. This will be very helpful to the Summer Research Supervisor and he or she will be able to write your recommendation letter with more at ease. Be polite but persistent so that your recommendation is sent in a timely manner. Additionally you may also want to ask your own faculty at your institution to write recommendation for you. Please give them a short CV of yours and also the courses you took from this particular faculty and how you did in it. Also be mindful that every faculty has so many students and they have many recommendation letters to write so you give enough time for them to send your recommendation, never go at the last minute to request for the recommendation, you will not be able to get a good detailed recommendation and that will count against your application. So be very careful, plan ahead and think it well who is the faculty who you think will be able to give a good recommendation for you. The recommendation letters from the research mentors and the faculty play a very major role in your acceptance to graduate school. Follow up, the faculty and research scientists, they are very busy in their jobs, writing recommendations is additional work for them. Sometimes this work gets put away for a later date. Late recommendations or no recommendations at all can badly hurt your application, it is therefore, important that you follow up with the people who you have requested the recommendations and make sure they are reminded and that they send out your recommendation in a timely manner. Also you can check with the graduate schools if they have recd. all your recommendations. Undergraduate
transcript Every graduate school requires your transcript and they closely look at your grades in the area in which you are most interested, for example if you are applying for a PhD in Biomedical sciences they would like to look at your grades in upper level courses biology and chemistry and so on. So make sure you perform well in your upper level science courses. If for some reason your grade is not that great in a relevant course then try to explain the reason and circumstance due to which your performance in that particular course was not as great and explain about the weak grade in your personal statement (may be it was some illness or some other compelling circumstances, explain that). Also make sure and double check with your registrar’s office if the transcript has been sent so that the graduate school receives it in a timely fashion. Which graduate schools should you apply
to? : In your senior year at the college you are busy; however, if you start planning for graduate schools early enough then you will have sufficient time to apply to several schools. But the question is how to select those graduate schools. Based on the area of interest look at the graduate schools, look at their faculty, how many students a year they graduate, how well their faculty in an area of your interest are doing at a particular school. How is the funding situation in those schools, how many graduate students they graduate each year and where do their graduate students go after finishing their PhD, do they go for post doctoral positions in big name institutions or they generally serve in the industry or they end up in small institutions in teaching positions. Also it is important to see the availability of funding from the government grants, it is a good measure of the ability of faculty in a given university, if they are good researchers they will have ample financial support through grants etc. It is also good to learn that on an average how long it takes for a graduate student to finish their PhD. These days on an average it takes 5 years to finish your Ph D in Biomedical Sciences in a good university and in a good caring research supervisor’s laboratory. If you had a good summer research experience at a graduate school in your post junior summer and if you feel your research mentor was pleased with you, then you should definitely include that school for your graduate school applications. How many
graduate schools to apply: Always try to apply to top 4 or 5 schools and then also apply to 3 to 4 second level institutions to fall back on if in case you do not get accepted in the very top schools. The competition is fierce and it is always good to have a fall back plan in place. Interview
preparation: Once your application is reviewed and you pass the first level of test you are invited for the interview by the institution. Invitation for the interview is a good indication that you have cleared the first test and the institution is definitely interested in your candidacy. Prepare for the interview, you should be able to give a clear description of the research project on which you have worked, in your undergraduate tenure, be knowledgeable and have good conceptual and technical grasp of your research project be thorough, articulate and well practiced in describing your research so that you give a good account of your research project and you demonstrate that you have good understanding of technical aspects of things you have worked with. Be articulate and perceptive and show that you are genuinely excited about science, highly motivated and knowledgeable about the research you have done. Read about the university, know the program well. Read the research work of scientists that you will be interviewing with. Think of some good technical questions that you can ask your interviewers, show that you really enjoy talking about science. Be a person who comes up with some novel ideas, be engaging and curious. Demonstrate that you have passion and genuine enthusiasm and aptitude for science and that you are capable of in depth discussion, bright and intellectually curious, focused and well prepared student. While answering questions give insightful answers. Show a strong desire to get a graduate degree and dedication to pursue a career in biomedical research, be committed to science. Be excited about scientific questions. Be engaging in your discussions and demonstrate creative thinking and persistence. Your enthusiastic and energetic personality will be very much liked by your interviewers who look for your sparks and enthusiasm, they look for your potential and motivation and you’re intellectual for your success in graduate school. If you have any contact with any of the graduate students or a faculty at the institution you will be interviewing then talk to them before hand. Try to find out what are the expectations of the scientists from their graduate students at this school, how is the program set up, normally how long it takes for a person to finish their PhD. It is good to be aware of these things before you land for interview so that you feel comfortable and relaxed at the time of interview. Take a good night sleep and be well rested and relaxed before going for interview. At the time of interview, be relaxed; have a very positive attitude toward training and professional pursuit, make an eye contact with the interviewer answer questions to the best of your ability. Show your full enthusiasm, high level of motivation and interest in the program and strong desire to get a graduate degree. Interviewers look for your sparks Also it helps if you ask some appropriate, insightful questions to the interviewer about his/her work. Before leaving after the interview thank the scientist and give a good hand shake. Poster session: Many institutions arrange for poster sessions at lunch hour or so on interview day so that the students who are interviewing can get a good feel of the work that is in progress in different labs. Make the most of this opportunity to visit as many posters as you can and ask good relevant questions. All the time you are being watched! Dinner and social hour: Many institutions have a dinner to welcome the interviewing students. There will be several faculties and graduate students at these social situations. Informally they ask you relevant questions, so be careful in answering them, every answer you give is accounted for. So be very careful in what you talk and how you answer the questions posed by the hosting faculty and students. Every thing you say and every question you answer, it is all noted. |
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7. An
interesting Webcast Video Commentary:
Beyond a Dying Private Health Insurance Industry: A Hidden Solution in Plain View. |
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To Print: Click your browser's PRINT button. NOTE: To view the article with Web
enhancements, go to: Beyond a
Dying Private Health Insurance Industry: A Hidden Solution in Plain View John P. Geyman, MD Medscape
J Med. 2008;10(10):245. ©2008 Medscape Posted 10/24/2008 The health
insurance industry in
Fortunately,
we have a solution -- strengthened Medicare for All (H.R. 676), coupled with
a private delivery system. Reliable public financing and shared risk across
all 300 million Americans creates a win-win for everyone except a failed
insurance industry.[8] Physicians can rid themselves of the bureaucracy of 1300 private
insurers and have more time and clinical autonomy for patient care. To learn
more, read references 9 and 10.[9,10] We physicians need to join with patients in
working toward real healthcare reform, thereby asserting the public interest
over corporate self-interest. That's my opinion, I'm Dr. John Geyman, Professor Emeritus of Family
Medicine, Readers are
encouraged to respond to the author at jgeyman@u.washington.edu or to Peter
Yellowlees, MD, Deputy Editor of The
Medscape Journal of Medicine, for the editor's eyes only or for
possible publication as an actual Letter in the Medscape Journal via email:
peter.yellowlees@ucdmc.ucdavis.edu References
John P. Geyman, MD, Professor Emeritus of Family Medicine,
University of Washington, Seattle; Author, Do
Not Resuscitate: Why the Health Insurance Industry Is Dying and How We Must
Replace It, Seattle, Washington Disclosure:
John P. Geyman, MD, has disclosed no relevant financial relationships in
addition to his employment.
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8. ====
AAMC STAT ====, News from the Association of American Medical Colleges,
November 1, 2008 - Annual Meeting Issue #1 edition. |
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== Univ. of New Mexico School of Medicine awarded for community service == NIH women's health director receives Nickens Award == Morehouse professor honored for humanism in medicine == Former medical school dean honored for service to medical education == UCSF physician awarded for contributions to smoking cessation == Emory researcher honored for biomedical research == Four medical school professors receive national teaching award == AAMC issues health care reform principles ^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^ Univ. of New Mexico School of Medicine awarded for community service Today, at the 119th annual meeting of the AAMC, the for Outstanding Community Service in recognition of the school's longstanding commitment to addressing community needs. With a commitment to serving the entire state, UNM is on the frontier of service, pioneering the "bottom-up" approach to community outreach. The school's mission of serving its community through direct patient care, producing the next generation of health care providers, and exploring the relevant causes of both health and disease is carried out through an array of community-based programs and services. Information: Go to http://www.aamc.org/newsroom/awards/unm.htm ^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^ NIH women's health director receives Nickens Award Vivian W. Pinn, M.D., director of the Office of Research on Women's Health at the National Institutes of Health (NIH), is an advocate for the responsive and respectful treatment of patients and a mentor to young doctors. As a physician, teacher, mentor, and policy leader, Dr. Pinn has taken patient-centered care to new levels while, at the same time, helping advance the careers of women and minority doctors. For her contributions to promoting justice in medical education and health care, Dr. Wilson will receive the AAMC's Herbert W. Nickens Award today. Information: Go to http://www.aamc.org/newsroom/awards/pinn.htm ^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^ Morehouse professor honored for humanism in medicine To her young patients, Yolanda Wimberly, M.D., is "Auntie Yolanda." To her students, she is a sister-figure.
And to the tireless champion for the prevention of sexually transmitted diseases. Dr. Wimberly, assistant professor of clinical pediatrics and program director of the Community Pediatric Residency Program at the Medicine, will be awarded the AAMC Humanism in Medicine Award, sponsored by Pfizer Inc., in recognition of her work as a caring and compassionate mentor and a practitioner of patient-centered care. Dr. Wimberly's unique ability to connect with teenagers about the most sensitive and personal of health care issues has earned her the high regard of parents, guardians, and medical students. Information: Go to http://www.aamc.org/newsroom/awards/wimberly.htm ^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^ Former medical school dean honored for service to medical education If Donald E. Wilson, M.D., were a Broadway show, he'd be "standing room only" with a very brief intermission. He'd also be one of Broadway's longest-running productions, having "retired" in 2006 from the University of Maryland School of Medicine as the nation's second-longest-serving medical school dean. Dr. Wilson, now senior vice president for health sciences at the graduate and undergraduate levels." Today, this "quintessential academician" will receive the AAMC Flexner Award for Distinguished Service to Medical Education, in recognition of his career-long contributions to medical education. Information: Go to http://www.aamc.org/newsroom/awards/wilson.htm ^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^ UCSF physician awarded for contributions to smoking cessation Steven A. Schroeder, M.D., has helped about 5 million Americans quit smoking. By substantially decreasing the number of smoking-related premature deaths, Dr. Schroeder's efforts have added an additional 15-20 years to the lives of these Americans. Further, because of his research, leadership, and advocacy, smoking prevalence in the issue of tobacco cessation has "vaulted" onto the national policy agenda. For his contributions to improving the health and health care of Americans, Dr. Schroeder, director of the David E. Rogers Award today. Information: Go to http://www.aamc.org/newsroom/awards/schroeder.htm ^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^ Emory researcher honored for biomedical research Max D. Cooper, M.D., professor of pathology and laboratory medicine at Emory chickens--that has led to some of the most important organizing principles of the immune system. Those principles included the identification of two types of white blood cells (T and B lymphocytes); how they work to protect against infection; and what happens when they act abnormally to cause lymphomas, leukemias, and autoimmune diseases. His work has been credited as the basis from which virtually every aspect of our understanding of the human immune system in health and disease derives. Dr. Cooper will be honored today with the AAMC Award for Distinguished Research in the Biomedical Sciences. Information: Go to http://www.aamc.org/newsroom/awards/cooper.htm ^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^ Four medical school professors receive national teaching award Today the AAMC will honor four medical school professors for providing students with exceptional educational experiences. The Alpha Omega Alpha Robert J. Glaser Distinguished Teaching Award will be given to: Peter G. Anderson, D.V.M., Ph.D., professor of pathology and director of pathology undergraduate education at the diabetes and metabolic research at the |
