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Zimbabwe: National E-Learning Programme Launched | The ...

Via Scoop.it - The eLearning SitePRESIDENT Mugabe yesterday launched the National e-Learning Programme expected to transform the education sector through.
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CME-CPD
Life long learning for MDs in Europe and elsewhere
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CME-CPD: from Continuous Medical Education to Continuous Professional Development

This topic aggregates CME/CPD information on the web

from Europe (in connection with the EACCME (http://www.scoop.it/t/cme-cpd?q=eaccme) ,

where I am representing the Section of Medical Biopathology and Laboratory Medicine of UEMS (http://www.scoop.it/t/cme-cpd?q=uems),

 

and more and more 

from America,

Asia,

Middle East,

Africa https://www.scoop.it/topic/cme-cpd?q=africa

 

Public and private offers circulate through the internet focusing towards MDs or other health professions.

 

Two subtopics are now adressed in this topic

New formats of CME/CPD

https://www.scoop.it/topic/cme-cpd?q=new+formats

and Social Media learning

Twitter https://www.scoop.it/topic/cme-cpd?q=twitter

Youtube https://www.scoop.it/topic/cme-cpd?q=youtube

Slideshare https://www.scoop.it/topic/cme-cpd?q=slideshare

Facebook https://www.scoop.it/topic/cme-cpd?q=facebook

 

Passive learning (

Are Journals and published material still relevant ? https://www.scoop.it/topic/cme-cpd?q=journal 

MOOCs https://www.scoop.it/topic/cme-cpd?q=MOOC

Webinars more than 100 to analyze on https://www.scoop.it/topic/cme-cpd?page=3&q=webinar,

Podcasts https://www.scoop.it/topic/cme-cpd?q=podcasts,

microlearning https://www.scoop.it/topic/cme-cpd?q=microlearning

 

Active learning (

Curation https://www.scoop.it/topic/cme-cpd?q=curation,

learning portfolios https://www.scoop.it/topic/cme-cpd?q=learning+portfolios

Writing papers, reviews and reviewing papers, sharing PPT on slideshare, sharing youtube and webinars,

simulation https://www.scoop.it/topic/cme-cpd?q=simulation,

gamification https://www.scoop.it/topic/cme-cpd?q=gamification

personalized learning? 

 

Internet Point of Care CME (POC CME) https://www.scoop.it/topic/cme-cpd?q=point+of+care+cme

 

and 

CPD of Other Health Professionals 

https://www.scoop.it/topic/cme-cpd/?&tag=Other+Healthcare+Professionals

 among them Europen Board of Veterinary Specialists

https://www.scoop.it/topic/cme-cpd?q=veterinary

 

 

Gilbert C FAUREs insight:

This collection do not endorse any event or e-learning material.

 

a link to a slideshare PPT presentation at UEMS headquarters in July 2013

http://fr.slideshare.net/gcfaure/uems-eaccme-2013-scoopitcmecpd

summarizing the approach behind this curation process.

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5-CME Credit - Infection Prevention and Control Workshop Accredited by NHRA

5-CME Credit - Infection Prevention and Control Workshop Accredited by NHRA | CME-CPD | Scoop.it
Saturday, 31st October 2020, Starting at 9:00 am Zoom Cloud Meeting...
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Medical School Tuition Frequently Asked Questions

What’s happening with tuition? The cost of medical education has risen substantially over the past two decades. In 1981, the average tuition and fees at public and private US medical schools were $2761 and $8962, respectively. In 2002, the average tuition and fees at public and private US medical schools were $14,577 and $30,960, representing increases of 528% and 345%, respectively.(1) Below is a graph illustrating these increases over the past decade. Where does the tuition money go? For public schools, the percentage of medical school revenue that is derived from tuition and fees is about 3% on average; for private medical schools, the percentage is about 5-8%. However, there is a wide range in the percentage of total revenue that comes from student payments, anywhere from 1% to 44%.(2) For about 50% of the US medical schools, the entire tuition revenue is directly retained, while about 12% of schools retain only a portion of the tuition revenue. About 38% of schools have tuition income go towards their health science center, the central university administration, the state, or a combination of these areas.(3) How much of my tuition money actually goes towards funding my medical education? There have been several studies conducted over the last 3 decades investigating the annual costs of educating a medical student, both in terms of instructional costs and educational resources costs. These studies have found that instructional costs range anywhere from about $48,000 to $51,000 per student per year, and educational resources costs from about $80,000 to $105,000 per student per year (adjusted for 2002 constant dollars).(4) Instructional costs are primarily comprised of professor salaries and costs that relate directly to the teaching program, while total educational resources include all activities of teaching, research, scholarship, patient care, and maintenance of facilities.(5) Therefore, tuition does NOT cover all costs to fund your medical education. This inherently means that medical schools must derive funds from other sources. What sources do medical schools derive their revenue from? Medical schools have several sources that contribute to their overall revenue stream. For example, below is a table and chart illustrating the breakdown of medical school revenues in 2001-2002.(6) Revenue Source 2001-2002 Percentage (All Schools) Practice Plans 36.0 Hospitals/Medical School Programs 12.5 Federal Appropriations 0.3 State and Local Government Appropriations 7.1 Parent University Support 0.6 Tuition and Fees 3.3 Endowment 2.1 Gifts 2.4 Miscellaneous Sources 4.1 Total Grants and Contracts 31.7 Total Revenues 100.0 Allopathic medical schools generally derive a very small percentage (10% or less) of their total revenue from tuition. However, osteopathic medical schools depend more on tuition (15% to almost 50% of their revenue).(6) This is because osteopathic medical schools generally do not receive as much grant money (research funding), government funding, or hospital revenue as allopathic institutions. Due to changes in our health care system, the economy, and other external factors, practice plans and hospital revenue account for increasing portions of total revenue, while grants (research funding) are decreasing. For example, below is a graph illustrating changes in three areas of revenue over the past three years. These changes have a significant impact on the three-legged stool of academic health centers: teaching, research, and clinical practice.(6) While some of these percent changes may seem small, the overall effects of these changes account for millions of dollars of revenue being derived from alternative sources such as endowments, government appropriations, or gifts. Recent downturns in state economies have forced statewide budget cuts, thereby affecting state appropriations for graduate and medical education. Therefore, tuition becomes an important source of funds for medical schools to compensate for reductions in other revenue streams. However, it is interesting to note that overall medical school revenues have been increasing over the past decade. This means that although tuition and fees may account for around 3% of revenues on average from year to year, the overall increases in revenues indicate that tuition is increasing at a much higher rate since the 3% is part of a larger overall revenue stream.(4) Furthermore, expenditure levels do not clearly indicate where these additional revenues are going; for example, instructional costs have gone from about $47,000 per student per year in 1974 to $51,000 (7) per student per year in 1997 (8) (adjusted to constant 2002 dollars). Who determines the tuition rates? Surprisingly, most medical schools do not have the authority for setting the tuition levels. For example, in the year 2000, only 33% of US medical schools had their tuition levels set by the medical school or health science central administration. For about 47% of schools, the tuition was determined by the Board of Trustees of the parent university. And, in about 20% of schools, the state legislature or other state authority had the final say in tuition levels.(3) What can I do? – AMSA’s Student Action Guide There are a few key things you can do at your home institution to advocate for changes in the current tuition trends. You might not be sure of where to begin, but AMSA’s step-by-step guide will take you through the process. Gather information Know the terminology Organize for change Know your targets Know what can be done Start a campaign Let us know what you are doing Check out our student action guide to help you through this process! References Association of American Medical Colleges, Washington, DC. Medical School Admission Requirements. various years. Liaison Committee on Medical Education Annual Medical School Financial Questionnaire 1997-1998. The questionnaire was sent to all 125 LCME-accredited medical schools and had a 100% response rate. Liaison Committee on Medical Education Annual Medical School Questionnaire-Part II 1999-2000. The questionnaire was sent to the deans of all 125 LCME-accredited medical schools and had a 100% response rate. American Medical Association, Medical Education Group, Chicago , IL . Report on the Council on Medical Education – CME Report 2-I-00/Medical School Financing, Tuition, and Student Debt. Jones RF, Korn D. On the cost of educating a medical student. Academic Medicine 1997;72:200-210. Liaison Committee on Medical Education Annual Medical School Financial Questionnaire 2001-2002. The questionnaire was sent to all 125 LCME-accredited medical schools and had a 100% response rate. Undergraduate medical education elements, objectives, and costs. A report by the AAMC Committee on the Financing of Medical Education. J. Med. Educ. 1974;49:101-128. Franzini L, Low MD, Proll MA. Using a cost-construction model to assess the cost of educating undergraduate medical students at the University of Texas-Houston Medical School. Academic Medicine 1997;72:228-237.
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Pregnancy | AMA Ed Hub Topics and Collections | AMA Ed Hub

Pregnancy | AMA Ed Hub Topics and Collections | AMA Ed Hub | CME-CPD | Scoop.it
Explore the latest in pregnancy, including advances in understanding the effects of maternal health and treatments on child outcomes.
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Chronic plaque psoriasis in adults | DoctorCPD | Med iLearning

About this module Review 12 Apr 2021 The goal of this module is to review the diagnosis and treatment of chronic plaque psoriasis (CPP) in adults. The content identifies the key features of CPP in adults and recommends a stepwise approach to the management. It reviews methods of grading severity of disease and advises on an appropriate therapeutic approach to the management. It highlights common co-morbidities and complications of therapy. To earn CME credit, follow these steps: Complete the 10 True or False questions in the Pre-Module Assessment. These questions are designed to assess your current knowledge. Study the educational content. Complete the 5 MCQs that follow the case study. After each question, you will be able to see whether you answered correctly and will then read evidence-based information that supports the most appropriate answer choice. These questions are part of the educational content and are designed to challenge you. You will not be penalised for answering the questions incorrectly. Complete the 10 True or False questions in the Post-Module Assessment. These questions are designed to demonstrate that the module has improved your knowledge base on this topic. On attaining a score of 70% of more on the Post-Module Assessment, the assigned CPD credits will be logged to your personal CPD activity log. You may view or print a verification certificate when required or print off an email stating the name of the module, the authors details and the CPD hours. You will not be able to alter the certificate or log. The credit that you receive is based on your user profile. By providing information on how the module has enhanced your knowledge and/or practice, you may qualify for additional CPD credits during a CPD review. DoctorCPD encourages you to complete the Activity Evaluation to provide feedback to guide us in the future development of this site. Each DoctorCPD module is designed to be completed within the time designated on the Module Introduction page. This is an estimate of the maximum time required to complete the specific module and is determined by the format and content of the module. Users should claim only those credits that reflect the time actually spent on the activity. To successfully earn credit, participants must complete the activity online, and receive a minimum score of 70% on the post-module assessment. START MODULE
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i3 Health Education - Triple-Negative Breast Cancer CME/CE

i3 Health Education - Triple-Negative Breast Cancer CME/CE | CME-CPD | Scoop.it
This oncology CME / CE approved activity is intended for medical oncologists, surgical oncologists, radiation oncologists, oncology advanced practitioners, oncology nurses, and other health care professionals involved in the treatment of patients with triple-negative breast cancer (TNBC).
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Annual Meeting On Demand

Annual Meeting On Demand is a CME accredited comprehensive digital library of presentations from the AAN Annual Meeting.
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Lifestyle Medicine: Nutrition and Metabolic Syndrome - Course Overview

Lifestyle Medicine: Nutrition and Metabolic Syndrome - Course Overview | CME-CPD | Scoop.it
Lifestyle Medicine: Nutrition and Metabolic Syndrome.
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Molecular Diagnostics in Clinical Practice - Memorial Sloan Kettering Cancer Center - Continuing Education (CE)

Memorial Sloan Kettering Cancer Center, Molecular Diagnostics in Clinical Practice, 11/6/2020 8:30:00 AM - 11/7/2020 5:30:00 PM, <p style="text-align: center;"><span style="font-family: Georgia; font-size: 20px; color: #377eaf;">Live Virtual Experience</span></p> <p style="text-align: center;">...
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Fall Conference

Fall Conference | CME-CPD | Scoop.it
The Fall Conference, November 6-7, 2020, provides the timeliest clinical updates from noteworthy experts on the hottest topics in neurology, as well as a prime opportunity to fulfill end-of-year CME requirements.
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Queen's Department of Family Medicine CPD Program - Online Series

Queen's Department of Family Medicine CPD Program - Online Series | CME-CPD | Scoop.it
This year’s Queen’s Department of Family Medicine CPD Program will be offered as an online series.  The series will consist of seven (7), 1-hour sessions outlining the topics chosen by primary care providers to help their healthcare professional peers build their confidence and feel better prepared to care for their patients.  At the end of this program participants will leave with enhanced skills in the areas of assessment, management, and treatment.  #GetYourCPD The connection details for each session will be emailed to registrants before 1:00 p.m. on the day of the respective session. *All sessions begin at 4:00 pm EST Credits: This Group Learning program meets the certification criteria of the College of Family Physicians of Canada and has been certified by Queen’s University for up to 7.5 Mainpro+ credits. This event is an Accredited Group Learning Activity (Section 1) as defined by the Maintenance of Certification program of The Royal College of Physicians and Surgeons of Canada, and is approved by the Office of Continuing Professional Development, Queen’s University. You may claim a maximum of 7.5 hours. Non-refundable program​ Disclamer Queen’s University makes no warranty or representation whatsoever that the information contained or accessible within or from this website, including the captioning provided, is accurate or complete. Anyone using this information does so at their own risk. While Queen’s University makes reasonable efforts to include up-to-date and accurate information on our site, the information you access through this site is provided "as is" and “as available”. Queen’s University assumes no liability and shall not be responsible for any damages whatsoever arising out of, or in connection with, the information contained herein. This presentation is part of an initiative in continuing medical education. It aims to provide information and opinion which will assist physicians and other health professionals in maintaining and enhancing their competence. It does not, however, represent any official position of Queen’s University, nor does it attempt to set forth definitive practice standards or to provide medical advice. All content provided in this presentation is intended to be used thoughtfully - viewers of this presentation should rely on their own professional skill and judgment to assess the accuracy of the opinions and information expressed.
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Health Problems of Musicians | CPD for General Practitioners

Health Problems of Musicians | CPD for General Practitioners | CME-CPD | Scoop.it
Health Problems of Musicians Module created July 2020 Introduction The physical and mental health problems associated with musicians (both amateur and professional) are many and varied, and constitute an overlooked and ‘Cinderella’ branch of medicine. It has been estimated that 82% of musicians have a medical problem related to their playing, and that 76% of them have a condition that is severe enough to affect their performance. A study showed that 64-76% of orchestral musicians have significant Repetitive Strain Injuries (RSIs)1.   This area of concern bears many similarities to sports medicine but receives far less attention, although the conditions that affect musicians have the potential to lead to devastating consequences, and indeed can destroy hard-won careers. Musicians with medical problems often say that when they seek help for conditions affecting their performance they are frustrated to find that they can have difficulties in getting some practitioners to understand and to take their concerns seriously. For example, an ulnar nerve problem in a professional guitarist or hand arthritis in a pianist may deliver a fatal blow to their career.  Even amateur musicians have spent many hours learning to play their instruments, and music is an integral part of their lives. In the case of professional musicians, many have gone into music as they have such a passion for their craft that they simply cannot imagine doing anything else. It is very hard to start a career as a musician, and the training is time-consuming and expensive with there being intense competition for the opportunities that open up a career. The music world is a difficult and very competitive place in which to make a living, and artists, often reluctant to admit to health problems as they feel this may stop them from getting work, can tend to ‘push on’ when ill to the detriment of their health. Professional orchestral musicians talk of medical conditions such as musculoskeletal problems and stage fright as being ‘unmentionable’, and say that they would be ‘crazy to advertise disabilities’ as there is already an oversupply of healthy performers. Music has always been a precarious way to make a living, but performers have been facing unprecedented problems recently in the wake of Covid 19, with many having had all work cancelled for the foreseeable future and many musicians working on a self-employed basis. An increasing number of performing arts clinics have appeared over the last few years to start to address this hitherto neglected area of medicine. This module has been written to highlight the medical problems associated with musicians, and to bring attention to the available resources for primary care practitioners involved in treating them. This module was written by Dr Sara Lambert, GP and GP Appraiser.   Next
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Digging Into Obesity’s COVID-19 Risks | Coronavirus (COVID19) | JN Learning | AMA Ed Hub

Digging Into Obesity’s COVID-19 Risks | Coronavirus (COVID19) | JN Learning | AMA Ed Hub | CME-CPD | Scoop.it
University of North Carolina (UNC) at Chapel Hill nutrition scholar Barry Popkin, PhD, and JAMA Medical News Associate Managing Editor Jennifer Abbasi discuss new findings on obesity and COVID-19.Popkin is the lead author of a systematic review and meta-analysis on the topic tha...
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15th Annual New York Lung Cancers Symposium | Live CME

15th Annual New York Lung Cancers Symposium | Live CME | CME-CPD | Scoop.it
15th Annual New York Lung Cancers Symposium® 15th Annual New York Lung Cancers Symposium® Virtual, Interactive Conference! Saturday, November 7, 2020 - 7:00 AM - 5:30 PM EST Overview At the 15th Annual New York Lung Cancers Symposium®, you will experience a comprehensive overview of lung cancer diagnoses and multidisciplinary treatment. The agenda is designed to help you increase your knowledge and competence of lung cancer therapy, starting with the roles that surgery, radiology, pulmonology, and pathology play in ensuring the most accurate diagnosis of lung cancers. You will hear experts from the New York area discuss optimal approaches for early-stage and locally advanced disease, as well as present the latest data on immunotherapy and targeted agents in metastatic lung cancers. Finally, you will get a preview of upcoming advances in local and systemic therapies for thoracic malignancies. As in previous years, interactive case challenges will provide you with an opportunity to discuss the application of clinical data to real-world patient cases. For nurse practitioners and physician assistants, a special session will provide opportunities for learning and networking. We look forward to offering you this exciting meeting, centered on lung cancers, that will foster collaboration between you and other members of the multidisciplinary oncology team. This is a program you won’t want to miss! Acknowledgment of Commercial Support This activity is supported by educational grants from AstraZeneca; Blueprint Medicines Corporation; Boehringer Ingelheim Pharmaceuticals, Inc.; Bristol Myers Squibb; Daiichi Sankyo, Inc.; Integrated Oncology - a LabCorp Specialty Testing Group;  Jazz Pharmaceuticals, Inc.; Lilly; Merck & Co., Inc.; Novartis Pharmaceuticals Corporation, and Pfizer Inc. For further information concerning Lilly grant funding visit www.lillygrantoffice.com. What You Will Learn Multidisciplinary approaches for patient diagnosis Perioperative strategies for your patients with resectable disease Immunotherapy and local modalities for stage III lung cancers Targeting of immune checkpoints and oncogenic drivers in your patients with metastatic lung cancers Application of clinical data in challenging case scenarios Benefits of Attending Networking with your peers Asking questions of the faculty about your most challenging cases Applying testing strategies to optimize tumor characterization and inform clinical decision making for the management of patients with lung cancers Evaluating recent and emerging evidence concerning single-agent and combination immunotherapeutic approaches to manage lung cancers Target Audience This educational activity is directed toward medical oncologists, radiation oncologists, thoracic surgeons, and pulmonologists involved in the treatment and management of patients with lung cancer. Fellows, nurse practitioners, nurses, physician assistants, pharmacists, investigators, and other healthcare professionals interested in the treatment of lung cancer may also participate. Learning Objectives After this activity, participants should be better prepared to: Assess testing strategies to optimize tumor characterization and inform clinical decision-making for the management of patients with lung cancers Evaluate emerging clinical evidence regarding the management of patients with non-metastatic lung cancers Assess clinical data concerning single-agent and combination immunotherapeutic approaches to manage lung cancers Explain current and emerging therapeutic strategies over multiple lines of therapy for patients with oncogene-driven NSCLC subtypes Identify strategies for patients without actionable oncogenic drivers, including the role of chemotherapies and antiangiogenic strategies Describe approaches to mitigate and manage treatment-related toxicities in the care of patients with lung cancers Program Chairs Mark G. Kris, MD Attending Physician, Thoracic Oncology Service William and Joy Ruane Chair in Thoracic Oncology Memorial Sloan Kettering Cancer Center New York, NY   Roman Perez-Soler, MD Chairman, Department of Oncology Montefiore Medical Center Professor of Medicine and Molecular Pharmacology Deputy Director, Cancer Center Albert Einstein College of Medicine Bronx, NY Registration 2 Ways to Register Online: Click here. Phone: Please call (609) 378-3701 (credit cards only). Physicians' Education Resource – NYL20 2 Clarke Drive, Suite 110 Cranbury, NJ 08512   Virtual Physicians $99 Fellows* $69 Nurses, PAs, Other Health Care Professionals $69 Industry** $299 *FELLOWS registration must be accompanied by a letter from your director/chair stating current fellowship for discount. Cannot be combined with other discounts/coupon codes. **INDUSTRY is defined by PER® as any person employed by a for-profit organization, including biotech, financial, and pharmaceutical. For registration assistance, please email info@gotoper.com, or call (609) 378-3701. A cancellation fee of 25% will be assessed on refunds requested prior to October 11, 2020, and a 50% fee on refunds requested from October 12, 2020, through November 1, 2020. No refunds will be made after November 2, 2020. There is no charge for substitution. Substitutions can be applied only to the same conference, and only 2 substitutions will be honored. In the event of a meeting cancellation, full refunds will be processed within 30 days of the cancellation date. Physicians' Education Resource®, LLC reserves the exclusive rights to all recordings or reproductions of the conference and supporting materials. Unauthorized recording, by any means, is expressly prohibited. This includes, but is not limited to, recording of presentations or reproductions of supporting audio/visual materials, exhibits, and other supporting Continuing Education materials. Meeting information is accurate at the time of posting. Register You must be logged in to PER to register for this meeting Email Password Or Register for PER now *Required Fields Login Information Email* Password* Retype Password* Check to acknowledge that you will be receiving email communications regarding this event and future events.* By registering, you agree to our Terms and Conditions, Privacy Policy and understand that you will be receiving email communications.* Registration Information Legal First Name* Middle Name Last Name* Phone Number* Address 1* Address 2 City* State* Zip* Country* Professional Information Profession* Fellowship Director Fellowship Coordinator Specialties* OncologyAdministrationAllergyBiosimilars CardiologyCritical Care MedicineDermatologyEducation Emergency MedicineEndocrinologyGastroenterologyHematology HospitalistImmunologyInternal MedicineManaged Care NeurologyNursingOphthalmologyOrthopedics PathologyPatient AdvocatePediatricsPharmacy Plastic SurgeryPrimary Care (FP/GP)PsychiatryPulmonology RadiologyResearchUrologyWomen's Health Other Degree* Second Degree Organization Name* Practice Setting* Principal Activity* Years in Practice* Patients treated per month* Submit
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Online CPD Event: Medical History and Local Anaesthesia Update Tickets, Wed 02/12/2020 at 7:00 pm

Online CPD Event: Medical History and Local Anaesthesia Update Tickets, Wed 02/12/2020 at 7:00 pm | CME-CPD | Scoop.it
Eventbrite - PLUS2 Consulting presents Online CPD Event: Medical History and Local Anaesthesia Update - Wednesday, 2 December 2020 - Find event and ticket information.
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الوظائف المتاحة

الوظائف المتاحة | CME-CPD | Scoop.it
مساعد أخصائي تغذية تاريخ العرض الإثنين, 19 أكتوبر 2020, 2 ربيع الأول 1442 صالح لغاية الأربعاء, 04 نوفمبر 2020, 18 ربيع الأول 1442 المكان الرياض الإدارة/القسم إدارة خدمات التغذية Summary Assists the Clinical Dietitian in providing the needed nutritional care and supplies for the patients. Essential Responsibilities and Duties 1. Obtains information relating to patients’nutrition education needs from dietician. 2. Maintains nutrition store and responsible for perpetual inventory of stocks available in nutrition store. 3. Responsible for issuing nutrition supplies through take home supply system. 4. Monitors the availability of dietary instructions in the outpatient clinics. 5. Visits patient room and check if diet received is same as diet ordered.  6. Monitors tray lines in Food Services as assigned. 7. Assists clinical dieticians in outpatients and inpatients, as needed. 8. Monitors the preparation of inpatient formula and covers the formula room duties, as assigned. 9. Provides information to dieticians regarding patient concerns. 10. Assists clinical dieticians in weekly rescreening of low risk patients. 11. Participates in self and others’ education, training, and development, as applicable. 12. Follows all Hospital related policies and procedures. 13. Performs other related duties as assigned. Education Bachelors or Associate Degree/Diploma in General Nutrition or other equivalent discipline is required. Experience Required *Grade 07: One (1) year of related experience with Bachelor’s or two (2) years with Associate Degree/Diploma is required.   *Grade 08: -Four (4) years as Dietitian Assistant at KFSH&RC. -Average of annual performance appraisal at least (3.5) for the last four (4) years. -Fifty (50) hours of cumulative continued medical education [CME]. Other Requirements(Certificates) -Current Registration from country of origin and Saudi Commission for Health Specialties (SCHS) is required. -Bilingual skills [English/Arabic]is required for verbal and written communication purposes.
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Suspected cardioembolic stroke: Diagnostic steps to decide on anticoagulation

Suspected cardioembolic stroke: Diagnostic steps to decide on anticoagulation | CME-CPD | Scoop.it
Your access to the latest cardiovascular news, science, tools and resources.
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Event Display

Event Display | CME-CPD | Scoop.it
Develop your capacity to treat small animal emergency and critical care cases confidently and maximise your patient outcomes. This course aims to develop your practical skills and techniques for the treatment and monitoring of critically ill animals. Triage, fluid therapy, analgesia, acute abdomen, respiratory distress and multisystem trauma are all covered with an emphasis on case-based problem solving. Up to date theoretical information is put into practice in a cadaver-based workshop making this an essential course for veterinarians in all small animal practice situations. Hear what tutor Trudi McAlees has to say about the course: Past Participant: The tutors were fantastic. The information was extremely relevant to general practice. I feel confident attending to emergency patients. Nicole Johnston, QLD Learning Outcomes By successfully completing this course, you will: Confidently assess and treat acute trauma cases and critically ill patients, including cases of acute dyspnoea, acute abdomen, diabetic ketoacidosis and intoxication Better understand the principles of, and be able to perform, emergency procedures such as thoracocentesis, tracheostomy and CPR Develop the ability to create appropriate fluid therapy plans to manage shock and hypovolaemia and for ongoing maintenance Reach competency in ‘cage side’ clinical pathology (using blood smears to assess anaemia, analysing fluid from body cavities and analysing urine sediment) Perform blood transfusions safely and improve optimal wound management Monitor critically ill animals Improve your ability to differentiate between cardiac and pulmonary disease. Modules General set-up of a critical care area, toxicities and envenomations • Triage of the emergency patient • Interpretation of the emergency database blood tests • General approach to animals with a suspected intoxication Shock, fluid therapy and transfusion therapy • A practical run through of the pathophysiology of shock • What fluids to use and when • A review of the current recommendations for the use of synthetic colloids • Blood transfusion basics Electrolytes, acid/base  A discussion of serum electrolytes and their impact on fluid therapy • An introduction to acid base • Interpretation and use of acid base in clinical cases CPR and analgesia • Analgesia options in emergency and critically ill • Current recommendations in veterinary CPR Cardiovascular and respiratory disease • How do you tell them apart? • Emergency treatment of the dyspnoeic patient • Oxygen supplementation • An introduction to ventilation Anaemia, erythrocytosis and bleeding disorders • How to narrow the differential list for anaemia • What, other than dehydration causes erythrocytosis • How to differentiate the causes for abnormal bleeding Acute abdominal disease and nutrition • The approach to an animal with an acute abdomen • Pharmacology of drugs used to treat abdominal disease • GDV, pancreatitis • Abdominal effusions including uroabdomen Metabolic and endocrine emergencies, urinary tract disease • An overview of the approach to common endocrine emergencies • How do I manage the DKA patient? • Managing acute renal failure • Laboratory diagnosis of renal insufficiency Multi-system trauma and wounds • Managing wounds to ensure we don’t interfere with healing • Putting it all together: how to approach the patient with multi-system trauma Intra-cranial and extra-cranial neurological disease, ocular emergencies • Treating the animal with head trauma • Managing seizuring animals • Ophthalmic examination • Ocular emergencies   This distance education course includes an optional 3-day practical workshop held in Sydney. Dates to be confirmed. What is Distance Education? Premium, intensive online veterinary CPD All CVE Distance Education (DE) programs are mentored by leading veterinary experts who will provide individual feedback and advice on completion of each monthly module. Each module may include written content, technique videos, self-reflections, quizzes and online submission of monthly assignments. Maximise the opportunity to expand and consolidate your learning by participating in the tutor moderated group discussion forum and attending the optional 3-day practical workshop to apply the knowledge you have gained. Who should enrol? This course is suitable for qualified veterinarians. Pay as you learn Choosing your DE course is a big commitment, so there’s no need to add further stress by paying your course up front. To pay as you learn, you will need a AU$1,000 deposit to secure your place, followed by 50% of the total course fee 10 days prior to course commencement date. We’ll arrange simple monthly direct debits from your credit card over 3 or 6 months. Note: Payment Plan will incur an additional AU$250 administration fee, and Early Bird rates do not apply if you choose the payment plan option. Registrant Type Super Early Bird  Early Bird  Full Rate Member $6237 $6410 $6584 Non-Member / eMember $6930 $6930 $6930 *Members include: Practice, Professional, Part-time Professional, Recent Graduate, and Academic members. Loyalty DE Discount: Completed 2 or more Distance Education (DE) courses in the previous 5 years, you are eligible for a 10% discount on future DE courses. Discounts are not cumulative. For further information about discount options for multiple registrations at the one event, please read the full Terms. To redeem your discount contact the CVE via email cve.enquiries@sydney.edu.au or phone +61 2 9351 7979 (Monday to Friday, AEST 9am to 5pm).
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22nd Virtual integrated General Surgery Course (14 CME hours)

22nd Virtual integrated General Surgery Course (14 CME hours) | CME-CPD | Scoop.it
This course is designed to offer general clinical review of essential topics in general surgery and discuss relevant clinical scenarios to help general surgery residents prepare for the oral exam...
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Prostate Cancer Treatment: Evidence, Controversies and Consensus for the Working Radiation Oncologist and Urologist

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In these times of social distancing, and the need to stay connected more than ever, ABS views this as a great opportunity to explore digital ways to stay in touch and be informed.We are excited to an...
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Association Between Malignant Mitral Valve Prolapse and Sudden Cardiac Death: A Review | Cardiology | JN Learning | AMA Ed Hub

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Interview with Lakshmi Muthukumar, MD, and Arshad Jahangir, MD, authors of Association Between Malignant Mitral Valve Prolapse and Sudden Cardiac Death: A Review, and Marc Andrew Miller, MD, and David Adams, MD, authors of Hybrid Positron Emission Tomography/Magnetic Resonance Im...
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Critical Care: Introduction to sepsis - Professional Development

This online course is one of a series of three from the Critical Care team at the School of Medicine.
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