AnthroMed Education’s Post

Short courses like this one are courses or sessions lasting one or more days which are intended mainly for non-ETH specialists. #lifelonginspiration #continuingeducation #shortcourse

I am absolutely mortified at what the UKFPO are installing… To be implemented from 2025, changes to the Specialised Foundation Programme (colloquially denoted as the “Academic Foundation Programme” or “AFP”) are coming into play, with the UKFPO announcing yesterday that the Preference Information Allocation (PIA) system - pretty much a “Random Number Generator” in my opinion - will be employed when selecting for SFP / AFP posts. I am absolutely outraged by this - medical students who have painstakingly strived to achieve high exam rankings within their studies, have spent many, many countless hours pursuing clinical and surgical academia through peer-reviewed publications, have exhausted a scarcity of funding for attending and presenting at national/international conferences, and have endeavoured to win highly-esteemed accolades as prizes alongside leadership roles, have now been LET DOWN. All our efforts gone to waste. This is UNFAIR. The system should be based on MERITOCRACY, not PREFERENCE as how can we properly determine a student’s aptitude for an academic career in medicine without taking into account the above considerations? I am just flabbergasted. I have aspiring SFP doctors who have contacted me personally to express their disbelief - feeling as if their pursuits for academic excellence have not been evaluated and considered. Where is the state of clinical and surgical academia going for newly-qualified foundation doctors? Please leave your comments and opinions below. https://lnkd.in/e627HUrt

The Advanced Clinical Practice Fellowship (ACPF) program provides opportunities for RNs and NPs to develop their skills, knowledge and expertise. How? By advancing projects that will meet a need or gap in service within their organizations, with support from mentors, from the organization that employs them – and from RNAO. This initiative is aimed at developing and promoting nursing knowledge and expertise to improve client care and health outcomes in Ontario.  Program length: 450 hours total – either 12 weeks (full time) or 20 weeks (part time)

Join me for a Q&A session tomorrow where I’ll share insights into my journey as a Caribbean medical school graduate. If you’re considering enrolling in a medical school, this candid conversation will provide valuable information about what to expect. Let’s discuss the path that shaped my experience and explore any questions you may have! @Owais Khan

A must-watch for medical school grads who have not achieved residency! Even if you feel hopeless, due to multiple attempts or an older year of graduation, do not give up. At Residents Medical, we are the residency experts who can bring one-of-a-kind solutions and help to rehabilitate the red flags of your candidacy. The only way to never achieve residency is to give up! Don’t lose faith in yourself, we haven’t. Watch the clip above to hear some expert advice from our chief academic officer, Dr. Michael Everest. At Residents Medical there is always a path to success. Book an evaluation today, link in bio!

🌟 Breaking News in Clinical Research! 🌟 The FDA has just released the FDORA Diversity Action Plan guidance, and we at Clinical Research Learning Network are thrilled to share why this is a game-changer for our mission to democratize clinical research education! The FDORA Diversity Action Plan emphasizes the importance of inclusivity and representation in clinical trials, ensuring that diverse populations have equitable access to participation. This aligns perfectly with our core objective: to provide low-cost, accessible clinical research education to everyone, regardless of their background. Here's why this matters: 1. Empowering Diverse Communities: By educating underrepresented groups about clinical research, we empower them to participate in studies that directly affect their health and well-being. 2. Promoting Health Equity: Our educational initiatives support the FDORA's goal of ensuring that clinical trials reflect the diversity of the population, leading to more accurate and applicable results for all. 3. Expanding Opportunities: With the FDORA's guidance, we can further tailor our programs to address the unique needs and challenges of diverse communities, opening doors to new opportunities in clinical research careers. At Clinical Research Learning Network, we believe that everyone deserves a chance to be part of the scientific advancements that shape our future. The FDA's FDORA Diversity Action Plan is a monumental step toward achieving this vision. Join us in our mission to make clinical research education accessible to all. Together, we can create a more inclusive and equitable future in healthcare! Click the link below to access our courses! 🔗 https://buff.ly/3xUVwEt #ClinicalResearch #FDORADiversity #HealthEquity #EducationForAll #InclusiveResearch #DiversityInScience #ClinicalResearchLearningNetwork

🔍 Disrupting the Clinical Research Education Landscape! 🌟 At Clinical Research Learning Network, we're committed to democratizing clinical research education by offering high-quality, low-cost training for clinical sites and individuals. Our mission is to ensure everyone has access to the knowledge they need to excel in the clinical research field. 💡 Free Insight: Did you know that a well-documented informed consent process is not just a regulatory requirement but also a critical element in ensuring participant trust and study integrity? Our courses delve deep into best practices for informed consent, helping you master this essential aspect of clinical research. Join us as we transform the way clinical research education is delivered. Let's make knowledge accessible and elevate the standards of clinical research together! 👉 Visit our website to learn more and get started on your path to becoming a clinical research expert: https://buff.ly/3LXAvgo #ClinicalResearch #Education #HealthcareInnovation #ClinicalTrials #InformedConsent #LearningNetwork #DisruptiveInnovation #ClinicalTrials

Reposting from Aurea Baez-Martinez, MSML, C-TAGME From a Facebook post: Hello Everyone, Please feel free to share with your Program Administrators it would be appreciated. 📝 Calling All GME Leaders and Program Administrators! Participate in Our Survey for a New Journal Creation!📝 Dear esteemed colleagues, As dedicated program administrators in the field of Graduate Medical Education (GME), we understand the challenges associated with publishing scholarly work. Our submissions to prestigious journals like JAMA and JGME often face steep odds of acceptance due to the sheer volume of submissions and varying levels of expertise among authors. In our quest to enhance professional development and foster collaboration within the GME community, we propose an exciting initiative: the creation of a Program Administrator-driven journal. This journal would serve as a platform exclusively for GME professionals like you, allowing us to share insights, best practices, and innovative ideas. Why a Program Administrator-Driven Journal? - Tailored Content; As program administrators, we possess unique perspectives and experiences. A journal led by us would focus on topics directly relevant to our roles, addressing the challenges, innovations, and solutions specific to GME administration. - Community Building: By contributing to this journal, we can strengthen our community bonds, learn from one another, and collectively elevate the field of GME. - Recognition: Your expertise matters! This journal would recognize the valuable contributions made by program administrators across institutions. 🔍 Survey Participation Requested🔍 To gauge interest and gather insights, we kindly request your participation in a brief survey. Your responses will guide us in shaping this journal to meet your needs effectively. Please take a few minutes to complete the survey using the link below: Participate in the Survey: https://lnkd.in/gMtSJprG Your input is invaluable, and we appreciate your time and commitment to advancing GME. Let's create a vibrant space where program administrators can share knowledge, collaborate, and make a lasting impact! Thank you for being an essential part of our GME community. 📌 **Note**: The survey link is provided above. We encourage all GME program administrators and leaders to participate and contribute to this exciting endeavor.

The proposal submission deadline has been extended to May 19, 2024 for NRMP’s Transition to Residency Conference! Submit your proposals here: https://ow.ly/UUSl50Rm4s2. The theme of this year’s conference is Expanding the Conversation: Ways to Strengthen the Transition to Residency, Fellowship, and Practice. We encourage submissions focusing on the need for broader views of and deeper dives into the building of a successful physician pipeline across key content areas including: • Innovation in Transition – How the UME and GME communities stay attuned to changes in curriculum, the transition, and clinical practice and leverage new ways to manage change that positively affects the success of young physicians during and beyond training. • Technology – How new data-driven and information environments and systems interact with and enhance medical education, training, and practice. • Wellness – How learner and educator experiences with burnout, isolation, and poor mental health can inform new programming and initiatives that foster better physician well-being. • Advocacy – How shifts in the political landscape and development of new health care policy impact efforts to refine training curricula, build trainee diversity, and inform student choices of specialty and career path. #NRMPconference #MedEd

Meet LevelUP Fellow, Brad Swiger, Ph.D.!  Dr. Swiger's LevelUP project is entitled: INFUSION MODEL OF CRITICAL THINKING: The Impact of Increasing Student Ability in Data Analysis on Medical School Admission Application to medical school is a highly competitive process.  The applicant must meet several minimum criteria but, more often than not, the applicant must exceed the minimum criteria to be considered by the admissions committee.  A competitive score on the Medical College Admission Test (MCAT) is a major hurdle for most students.  According to a recent report by the Association of American Medical Colleges, the current average MCAT score is a 501.3 for all test-takers, yet 511.7 was the average score of matriculants for 2022-2023.   The purpose of this project will be to examine the relationship between explicit instruction of critical analysis in a Graduate Seminar course and MCAT scores, with an ultimate goal of tracking medical school acceptance rates. Given the scientific literacy required to do well on the MCAT, an increased focus on critical analysis and reading comprehension could help students achieve better scores.