ACADEMIC GLOBAL HEALTH PROGRAMS ARE BURGEONing. According to a recent review of the Web sites of 129 accredited MD-granting US medical schools and their parent universities, almost half (60; 47%) have established initiatives, institutes, centers, or offices for global health. These programs announce goals that include reducing disparities in global health through a combination of research, educ...

The Accreditation Council for Graduate Medical Education (ACGME) and the American Board of Medical Specialties and its member boards introduced the six domains of physician competency in 1999. This initiated a national dialogue concerning the elements of competency of the physician, and incorporation of these elements into the framework of evaluation of residents and fellows, as well as the edu...

introduction: in-service training of nurses plays an indispensable role in improving the quality of inpatient care. need to enhance the effectiveness of in-service training of nurses is an inevitable requirement. this study attempted to design a new optimal model for in-service training of nurses. methods: this qualitative study was conducted in two stages during 2015-2016. in the first stage, ...

Most emergency medicine (EM) residency programs provide an orientation program for their incoming interns, with the lecture being the most common education activity during this period. Our orientation program is designed to bridge the gap between undergraduate and graduate medical education by ensuring that all learners demonstrate competency on Level 1 Milestones, including medical knowledge (...

According to a 1999 survey conducted by the U.S. Department of Education, 64% of all public schools and 83% of all public high schools organize some form of community service for their students. Nearly a third of all schools and half of public high schools provide service-learning programs, where the service that is being provided is linked with the school curriculum (National Center for Educat...

The purpose of this study is to investigate the main barriers and possible enablers for integrating information and communication technologies (ICTs) in Turkey’s pre-service teacher education programs. The data were collected by means of questionnaires from 53 deans in schools of teacher education (STE), 111 teacher educators, and 1,330 prospective teachers, and additionally from interviews of ...